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THE SYSTEM METHOD -¥o. 1. 

THE 

System or Branching Method 



BIDTJO^^TIOlSr- 



BY 



/ 

ISAAC ELDRIDGE WILSON, 



INVENTOR OP THE LEAKNEB'S WOKK-TBEE, AUTHOR OF THE SYSTEM METHOD, A SBBIES 
OF TEXT-BOOKS FOB SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 



#/ 



' THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 



Yolume 1. 




Learner's Work-Tree Company. 



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Ij ID 



-Ws'i 



J^. J<^ .^^K^^ 

COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 

ALL RIGHTS RESERVED. 

Any infringement will be prosecuted to the full extent of the law, 

"^V^- ^^^' "T^ 



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Qt^l 



97 



LIST OF SCIEITCE-TREE GUIS. 

ij {J ^ ij ij ^^ 

PAGE 

Botanical Work Tree 25 

Zoological Work-Ti'ce 26 

Learner's Work-Tree 98 

Orthographic Work-Tree 102 

Orthographic Synthesis-Tree 116 

Ideographic Work-Tree (Final Letters and Hyphen Branches) 175 

Orthographic Work-Tree Complete 202 

Ideographic Work-Tree (Capital Letter Branch) 229 

Etymological Work-Tree 274 

Grammatical Work-Tree Incomplete 488 

Grammatical Work-Tree Intermediate 574 

Grammatical Work-Tree Complete 494 

Arithmetical Work-Tree (Not Corrected) 628 

Arithmetical Work-Tree (Corrected) 642 



pRKE'i^.ai:. 






ai 



i^HE great theme of this volume is the learner's process of 
k work. That learning is doing, is everywhere cried — doing 
\^^W^ what\% the difficulty, the estopping question. That learning 
is doing something has ever been known. Learning is doing 
what ? has remained till to-day the great unsolved problem of 
the school world. Nor is this doing process, by which we are 
to learn the system (science) of orthography, grammar, etc., 
undeveloped because merely blocked, or burdened : it is undeveloped 
because practically undiscovered, or unknov/n. For, previous to the 
discovery that these sciences are tree systems, we knew not zvhat 
system these science systems are; as a matter of course, we could not 
do such systems. Now that these sciences are shown to be tree systems 
{branch systems'), the true process of learning (doing) is at once 
revealed to be branching — an up-the-tree process. The student's doing 
process, in learning letter, word, etymon, etc., is branching such letter, 
word, etymon, etc., up the tree branches, which are its classes 
organized together as c\^.%?,-branches of a science- tree system. No 
longer either a mystery or a difficulty, the learner's process of doing 
(learning, or making) orthography, grammar, etc., is, with the i:)ubli- 
cation of this first volume of The System or Branching Method^ made 
known. 

It has been known only that every science is a "system," a 
"one," a "whole," a "unified whole," or a "unity." It was not 
known what system a science system is. 

Ueberweg : "Science is a whole of knowledge in the form of the 
system." " Science has its true existence only in the ^j/i-/^;/?/^^/-/;/." 
A "whole" what? in the "form" of a/Aa/ system? These ques- 
tions Ueberweg leaves unanswered. 

Bishop Butler: "A system [science system] is a one or a. whole 

[vl 



vi PREFACE. 

made up of several parts." But what "whole," and what "system," 
is a science? 

Herbert Spencer: "Knowledge of the lowest kind is ununified 
knowledge ; science is partially imified knowledge ; philosophy is 
completely ?^;z{)f^^ knowledge." "Unified" into what unit? is the 
difficulty unanswered. 

Sir Wm. Hamilton: "Generalization (system knowledge) is only 
the apprehension of the one in the many." Apprehension of the 
"one" what \n the "many" objects? 

Anaxagoras : "The mind only knows when it subdues its objects, 
when it reduces the many to the one^ Reduces the "many" to the 
"one" what? for reducing the many to the one, must needs be 
reducing the many to the one something. 

" The Flatonists : All knowledge is the gathering up into one, and 
the indivisible apprehension of this unity by the knowing mind." — 
Hamilt07i' s Metaphysics. Gathering up into a "one" what? is still 
the unsolved problem. 

Plotinus : "Our knowledge is perfect as it is one.'" — Id. " One " 
what ? 

'•'•Leibnitz, Kant, Aristotle, have defined knowledge by the repre- 
sentation of multitude in unity. ^^ — Id. 

Tlius do authorities declare that a science is a "system," a "one," 
and a "whole." But a system, a one, and a whole must be a system, 
a one, and a whole oi some kind; oi what kind has been the insuper- 
able difficulty. 

It has not been known what kind of a "system," a "one," a 
"whole," a "unified whole," or "unity" a science is. And because 
we knew not what system, Avhole, or unit a science system is, we could 
not ascertain how to do such science (system). To unlock this doing 
process, — to find the learner's true process of work, — was to find what 
system a science system is. Now the golden key with which this 
"doing" difficulty was unlocked (in orthography, grammar, initial 
and final letters, etymology, botany, zoology, and arithmetic) was the 
elementary principle that all thinking — all learning or knowing — is 
branching ^dcCacwX-diX into known (branched) class. By "branching" 
is meant classifying (first step), organizing (second step). 



PREFACE. vii 

The systematizers (scientists) have taken the first step, — 
merely classifying (the letter in orthography, the word in grammar, 
etc.,) the particulars. But because they have not " gathered up into 
one" (tree) these classes so formed ; because they have not thus or- 
ganized (branched) these classes into tree-system " unity ; " they have 
known neither the student's process of work (branching) nor his in- 
strument and guide (the tree). 

They have not taken the second step, — branching or organiz- 
ing these classes into a "unilied" ''system" "whole," — without 
which second step the learner's process of doing, or making, a branch 
is impossible j just as it is impossible to do or make a building without 
some knowledge of what the unified system whole of such building is. 
Such second step organizes (branches) the classes (of letters, words, 
etymons, etc.,) into a tree-system whole, every class properly be- 
longing to such science system becoming a branch of such logical 
tree : so that, by tracing a letter^ a word, etc., upward through its tree 
system, we therein trace (branch) such letter or word through its 
classes. But tracing a thing through its classes is learning that thing; 
and tracing (branching) a thing through its classes as branched 
together in a "unified" "system" "whole," is learning that thing 
by means oi system (science). Thus it is that the learner's doing pro- 
cess is branching (from the tree trunk upward), and that the branch 
whole (the tree) of the system is his invaluable instrument and guide. 

How invaluable is this branch-whole (the tree) in learning (doing, 
or making) such branch, will astonish most teachers. Suffice it here 
to say that such tree whole (branch-plan) cannot be less invaluable to 
the learner (doer, or maker,) of such branch than is the building- 
whole (building-plan) to the builder (doer, or maker,) of a building. 
If building a building is doing (making) a building, as all agree it is, 
what think you of builders who know not even what the system whole 
(plan) of a building is like? If, then, learning a branch is doing 
(making) a branch, as all unwittingly or otherwise agree it is, what 
think you of our learners who know not even what the system whole 
of a branch is like ? 

And whom does it not startle that we have studied orthography, 
grammar, etc., not knowing what the system whole is like? What 
think you of a student who finishes his study of tlie ammal parts, — 



VUl 



PREFACE. 



ulna, radius, tibia, fibula, eye, ear, stomach, liver, heart, back-bone, 
pelvis, etc., etc., — ignorant what the unified system whole of these 
animal parts is? What think you of a student of these animal parts 
who "completes" his study, ignorant that such a thing as an animal 
(whole) has any existence? What think you, then, of our students 
who actually finish their study of the tree parts, — sonant, subvocal, 
digraph, aspirate, abrupt, continuant, dental, labial, etc., — ignorant 
what the unified system whole of these tree parts is? What think 
you, further, of a student of these tree parts (branches) who "com- 
pletes" his study (as our pupils all do), actually ignorant that such 
a thing as an orthography tree (whole) has any existence? 

Not knowing the system (whole), it was impossible to find the doing 
process by which to do the system (science). And this fact, namely, 
that they know not what system a science is, — this is why no system 
of doing processes is to be found in the writings of Aristotle, Mon- 
taigne, Comenius, Locke, Rousseau, Pestalozzi, Jacotot, Spencer, or 
other educational reformer. But, if learning a branch is doing that 
branch, should they who profess to show us how to learn it, be them- 
selves unable to show us how to do it ? If learning orthography is 
doing it, ought not he who knows how to learn it, to know also how 
to do it? 

Teachers have reason, therefore, for protesting against fruitless 

theorizing and unapplied schemes ; for, even though a theory be pure 

gold, what is gold worth that cannot be used ? Away with these vain 

essays and prolix lectures ! Away with any who, professing to know 

what is to be done to learn, are yet themselves unable to do that thing ! 

"Every tree that bringeth not forth good fruit is hewn down and cast 

into the fire. ' ' He that professes to know the adding process, should 

not be unable to add. 

I. E. WILSON. 

P. S. — In justice to himself, the author should state that this entire 
volume has been written within a period of twelve months, duri:-:g 
which time he has taught an average of five hours a day. Those v.'ho 
from experience know what multiplicity of labors crowd upon the 
teacher to unfit him for such a work, will exercise a charity of judg- 
ment toward the author for whatever undue repetition or hasty work 
appears. 



<30NTi:nTS. 



The System Method. 

The Knowing Thought Thinks Paeticulab Through Class 15 

The Mental Result op Learning is a Branch (or Tree) System 40 

We Learn the Branching, or Organizing, Act onlt bt Doing It 54 

A Stupid Question 60 

The Educational Guide a Natural Product 64 

The Long-Sought-eor Guide in Remembering is the Tree-Ststem Whole . . 66 

The Branch Whole — Orthography. 

The Wliole and the Cat's-tail Part — No Branching Guide Previously Discovered 
— The Orthostatic Work- Tree — Bird's-Eye View of the Branching Process 
— Written Analysis by the Worli-Tree — Oral Analysis by the Work-Tree — 
Progi-am Made up from Work-Tree — The Words Analyzed — No Current 
Method Correct — Written Synthesis by Work-Tree — Oral Synthesis by 
Means of Work-Tree — The Student Now Knows Whole and Part — Many 
Learned in One — Why these 3-step and 4-step Programs are Used — By 
Programs, the Student Learns by Doing — The Programs Force the Student 
to Decide — This Method of Branching by Programs Sustained by Author- 
ity .pp. 79-145 

WoRK-BooK OF System Orthography— Grade B. 

Appendix A: Lessons to be Assigned — Appendix B: Orthographic Chart — 
Appendix C: Rules for Spelling — Challenge — Prog. 1:1. Voice. 2. Sound. 
3. Continuance. — Prog. II: 1. Voice. 2. Sound. 3. Position. — Prog. Ill: 
1. Voice. 3. Sound. 8. Continuance. — ^Prog. IV: 1. Letter. 3. Sound. 3. 
Continuance. — Prog. V: Branching by Learner's Work-Tree — Prog. VI: 
Branching by Learner's Work-Tree (Continued) — ^Prog. VII: 1. Position. 
3. Sound. 3. Letter.— Prog. VIII: 1. Position. 2. Sound. 3. Letter.— Prog. 
IX: 1. Position. 2. Construction. 3. Continuance. — Prog. X: 1. Letter. 3. 
Continuance. 3. Obstruction. — Prog. XI : Branching by Learner's Work- 
Tree — ^Prog. XII: Branching by Work-Tree (Continued) — ^Prog. XIII: 
Branching by Work-Tree (Continued) — Prog. XIV: 1. Union. 2. Letter. 
3. Subdivision. — ^Prog. XV: 1. Union. 3. Construction. 3. Diacritical Mark. 
— Prog. XVI: 1. Union. 3. Obstruction. 3. Diacritical Mark.— Prog. XVII: 



X C0NTE27T8. 

1. Union. 2. Obstruction. 3. Diacritical Mark. — Prog. XVIII: 1. Position. 

2. Accent of Syllable. 3. Diacritical Mark. — ^Prog. XIX: 1. Position. 2. 
Accent of Syllable. 3. Diacritical Mark. — ^Prog. XX: 1. Position. 2. Inter- 
ruption. 3. Diacritical Mark. — ^Prog. XXI: "Written Analysis — Prog. XXII: 
Oral Analysis — Prog. XXIII : Oral Analysis — ^Prog. XXIV : Oral Analysis 
—Prog. XXV: 1. Number of Noun. 2. Eulefor Spelling. 3. Gender.— Prog. 
XXVI: 1. Number of Noun. 2. Rule for SpeUing. 3. Gender.— Prog. XXVII: 

1. Principal Parts of Verb. 2. Regularity. 3. Rule for Spelling. — ^Prog. 
XXVIII: 1. Prin. Parts. 2. Inflection. 3. Rule for Spelling.— Prog. XXIX: 
Consonant Doubled by Learner's Work-Tree — ^Prog. XXX : Vowel Changed 
■by Learner's Work-Tree — Prog. XXXI: Plural Sign by Learner's Work- 
Tree — Prog. XXXII : Rules for Spelling by Learner's Work-Tree — Prog. 
XXXIII: Rules for Spelling by Work-Tree (Continued)— Prog. XXXIV: 
Rules for Spelling by Work-Ti-ee (Continued) — Prog. XXXV: 1. Phonic 
Spelling. 2. Syllabication. 3. Rule for SpeUing.— Prog. XXXVI: 1. Phonic 
Spelling. 2. Syllabication. 3. Rule for Spelling. — Appendix D : Definitions 

of Orthographic Terms pp. 147-180 

WoRK-BooK OF System Orthography — Grade A. '^-^ 

Appendix A: Lessons to be Assigned — Appendix B: Orthographic Chart — 
Appendix C: Rules for Spelling — Challenge — Prog. I: 1. Position. 2. 
Voice. 3. Sound. 4. Continuance. — Prog. II: 1. Position. 2. Contin- 
uance. 3. Obstruction. 4. Sound. — Prog. Ill: Branching by Learner's 
Work-Tree — Prog. IV: Branching by Learner's Work-Tree- — Prog. V: 1. 
Position. 2. Construction. 3. Letter. 4. Sound. — Prog. VI: 1. Sound. 

2. Obstruction. 8. Construction. 4. Letter. — Prog. VII: 1. Letter. 2. 
Continuance. 3. Obstruction. 4. Interruption. — Prog. VIII: 1. Union. 
2. Letter. 3. Subdivision. 4. Obstruction. — Prog. IX: 1. Union. 2. Ob- 
struction. 3. Subdivision. 4. Diacritical Mark. —Prog. X: 1. Union. 2. 
Interruption. 3. Subdivision. 4. Diacritical Mark. — Prog. XI: Written 
Analysis — Prog. XII: Oral Analysis— Prog. XIII: Written Synthesis 
by Synthesis Tree — Prog. XIV: Written Synthesis from Memory 
(Mental Tree) — Prog. XV: Oral Synthesis from Memory (Mental Tree) 
»— Prog. XVI: Oral Synthesis by Position— Prog. XVII: 1. Noun. 3. 
Current. 3. Origin of Name. 4. Rule for Spelling. — Prog. XVIII: 1. 
Noun. 2. Current. 3. Origin of Name. 4. Rule for Spelling.- Prog. XIX: 
1. Substantive. 2. Case Forms. 3. Number Forms. 4. Rule for Spelling. 
— Prog. XX: 1. Indicatives. 2. Participles. 3. Inflection. 4. Rule for Spell- 
ing. — Prog. XXI: 1. Composition. 2. Derivation. 3. Accent. 4. Primary 
Accent. — Prog. XXII: 1. Syllabication and Dir.critical Spelling. 2. Phonic 
Spelling. 3. Rules. — Prog XXIII: 1. Syllabication and Diacritical SpeU- 
ing. 2. Phonic Spelling. 3. Rules. — Prog. XXIV: Rules for speUing by 
Work-Tree — Prog. XXV : Hyphen, Consonant, and Vowel by the W ork- 
Tree— Prog. XXVI: Plural and Possessive Signs by the Work-Tree 



CONTENTS. xi 

— Prog. XXVII: Final Letters and Hyphen bj- the Work-Tree — Prog. 
XXVIII: Capital Letters by the Work-Tree — Prog. XXIX: Capital Let- 
ters by the Work-Tree — Prog. XXX : Capital Letters by the Work-Tree 
— Prog. XXXI : Final Letters and the Hyphen by the Work-Tree — Prog. 
XXXII: Final Letters and the Hyphen (Continued) — Prog. XXXIII: 1. 
Composition. 2. Derivation. 3. Origin of Eoot. 4. Affix. — Prog. XXXIV: 
1. Composition. 2. Derivation. 3. Origin of Root. 4. Affix. — Appendix 
D : Number, Gender, and Case — Appendix E : Piules for Syllabication — 
Appendix F: Rules for Pronunciation — Appendix G: Rules for the Use 
of Capitals — Appendix H: Nomenclature of Orthography pp. 181-244 

WoRK-BooK OF System Ety:\iology. 

Appendix A: Lessons to be Assigned — Prog. I: 1. Indicatives. 2. Participles. 

3. Inflection. 4. Rule for Spelling. — Prog. II: 1. Indicatives. 2. Participles. 
8. Regularity, 4. Rule for Spelling. — ^Prog. Ill: 1. Noun. 2. Current. 3. 
Origin of Name. 4. Rule for Spelling. — Prog. IV: 1. Plural. 2. Current. 3. 
Origin of Name. 4. Rule for Spelling. — Prog. V: 1. Composition. 2. Der- 
ivation. 3. Accent. 4. Primary. — Prog. VI: 1. Substantive. 2. Number 
Forms. 3. Case Forms. 4. Gender. — ^Prog. VII: 1. Substantive. 2. Case 
Forms. 3. Plural. 4. Gender. — Prog. VIII: 1. Fundamental. 2. Three 
Parts. 3. Two Forms. 4. Rule for Spelling. — ^Prog. IX: 1. Prime Prefix. 2. 
Origin in. 3. Derived Forms. 4. Generic Meaning. — Prog. X: 1. Prime 
Affix. 2. Origin in. 3. Derived Forms. 4. Generic Meaning. — Prog. XI: 1. 
Composition. 2. Derivation. 3. Accessory. 4. Accessory Class. — Prog. XII : 

1. Composition. 2. Derivation. 3. Accessory. 4. Accessory Class. — ^Prog. 
XIII: 1. Nature. 2. Consolidation. 3. Connection. 4. Generic Meaning. — 
Prog. XIV: 1. Nature. 2. ConsoUdation. 3. Connection. 4. Generic Mean- 
ing.— Prog. XV: 1. Nature. 2. Part of Word. 3. Part of Speech. 4. Generic 
Meaning.— Prog. XVI: 1. Nature. 2. Part of Word. 3. Part of Speech. 4. 
Generic j^.Ieaning. - Prog. XVII: 1. Nature. 2. Part of Word. 3. Origin in. 

4. Generic Meaning. — Prog. XVIII: 1. Nature. 2. Part of Word. 3. Angli- 
cization. 4. Origin in. — Prog. XIX: Branching by the Learner's Work-Tree 
— Prog. XX : Branching by the Learner's Work-Tree — Prog. XXI : Branch- 
ing by the Learner's Work-Tree — Prog. XXII: 1. Prefix-|-Radical-(-Suffix. 

2. Radical from. 3. Affixes from. 4. Etymological Meaning. — Prog. XXIII: 
1. Preflx-fRadical-fSuffix. 2. Radical from. 3. Affixes from. 4. Etymologicrd , 
Meaning. — Prog. XXIV: 1. Preflx-j-Radical-)-Suffix. 2. Radical from. 3. 
Affixes from. 4. Etymological Meaning. — Prog. XXV: 1. Prefix-{-Radical 
-[-Suffix. 2. Radical from. 3. Affixes from. 4. Etymological Meaning. — Prog. 
XXVI: 1. Prefix-|-Radical-j-Suffix. 2. Radical from. 3. Affixes from. 4. 
Etymological Meaning. — Prog. XXVII: 1. Preflx-}-Radical-j-Suflix. 2. 
Radical from. 3. Aflaxes from. 4. Etymological Meaning. — Prog. XXVIII: 
Written Analysis — ^Prog. XXIX: Oral Analysis — Prog. XXX: Written 
Synthesis from Memory (Mental Tree) — Prog. XXXI: 1. Adjunct-fBase 
-j-Suffix. 2. Adjunct from. 3. Base from. 4. Etymological Meaning. — Prog. 



xii CONTENTS. 

XXXII: 1. Adjunct+Base-|-Suffix. 2. Adjunct fi-om. 3. Base from. 4. 
Etymological Meaning. — Appendix B : List of Irregular Verbs — Appendix 
C : Kules for Spelling — Appendix D : Number, Gender, and Case — Appen- 
dix E : Greek, Latin, and Anglo-Saxon AflBxes — Appendix E : A Catalogue 
showing the Roots, Affixes, and Etymological Meaning of the Most Im- 
portant English Words pp. 245-364 

English Grammar. 

No Science System Known — The Potential Mood a Blunder — The Fifteen As- 
sertions of These Grammarians — Would Make the Verb Belong to the 
Mood — Potential's Foundation False — May, Can, etc. Usually Indicative — 
An Annihilating Argument — ^Learner's Process of Work Benighted — The 
Future Tense a Fallacy — Shall and WiU are Presents — The Correct Theory 
of Tense — The Current Doctrine of Case — Two Words as One — We Know 
in System — We are to Remember the System — The Tree in Developing the 
Science — Whether there is Such a Science as Grammatical Etymology pp. 36.5-402 

The System Grammar — Grade A. 

First Step : Classifying the Words 405 

Nouns : Demonstrations I to VI — Verbs : Demonstrations VII to XIV — ^Pro- 
nouns : Demonstrations XIV to XVI — Adjectives : Demonstrations XVI 
to XVIII — Adverbs : Demonstration XVIII — ^Prepositions : Demonstration 
XIX — Conjunctions: Demonstration XX — Interjections: Demonstration 
XXI. 

Second step : Branching the Classes (Dems. XXII to XXXI) 485 

Analysis, or Dissection (Demonstration XXXI) 539 

WoRK-BooK OF System Grammar — Grade B. 

Challenge — Appendix A: Lessons to Be Assigned — Prog. I: 1. Noun. 2. 
Number. 8. Thing Named. — Prog. II: 1. Noun. 2. Number. 3. Thing 
Named. 4. Rule for SpeUing. — Prog. Ill: 1. Noun. 2. Number. 8. Gen- 
der. 4. Rule for SpeUing. — Prog. IV: 1. Verb. 2. Principal Parts. 3. 
Regularity. 4. Tense. — Prog. V: 1. Regularity. 2. Principal Parts. 3. In- 
flection. 4. Tense. — Prog. VI: 1. Regulai'ity. 2. Inflection. 3. Action. 

4. Tense.— Prog. VII : 1. Inflection. 2. Time. 3. Tense. 4. Event. — 
Prog. VIII: 1. Inflection. 2. Time. 3. Event. 4. Mood.— Prog. IX: 1. 
Inflection. 2. Tense. 3. Time. 4. Mood. Prog. X : 1. Inflection. 2. 
Tense. 3. Event. 4. Mood.— Prog. XI: 1. Xegulai-ity. 2. Inflection. 8. 
Tense. 4. Mood. — Prog. XII: 1. Pronoun. 2. Person. 3. Number. 4. 
Case. —Prog. XIII : 1. Substantive. 2. Person. 3. Number. 4. Gender. 

5. Case. —Prog. XIV: Branching by Grammatical Work-Tree — Prog. 
XIV Continued: Branching of Fundamentals— Prog. XV: 1. Adjective. 
2. Class. 3. Accessory to What?— Prog. XVI: 1. Adverb. 2. Class. 3. 
Accessory to ^Yhafi — Prog. XVII : Branching of Adjuncts, or Accessories 



CONTENTS. xiii 

— Prog. XVIII: Branching of Fundamentals and Adjuncts — Prog. XIX: 
1. Preposition. 2. Object. 3. Antecedent Term. 4. Object. — Prog. 
XX: 1. Conjunction, 2. Class. 3. Parts Connected. 4. Likeness of 
Parts. — Prog. XXI: 1. Interjection, 2, Principle. — Prog. XXII: Branch- 
ing of Words— Prog. XXIII : Branchingof Verbs— Prog. XXIV: 1. Sub- 
stantive. 2. Case. 3. Construction. 4, Office. — Prog. XXV: Branch- 
ing of Substantives — Prog, XXVI: Branching of Accessories — Prog. 
XXVII: Branching of Connectives — Prog. XXVIII: Branching of 
Words pp. 555-576 

WoRK-BooK OF System Grammar — Grade A. ■ 

Prog. I: 1. Noun, 2, Current. 3. Thing Named. — Prog. II: 1. Noun. 2. 
Current. 3. Thing Named. 4. Rule for Spelling. — Prog. Ill: 1. Class 
of Noun. 2. Number, 3. Gender, 4, Personification. — Prog. IV: 1. 
Class of Noun. 2. Person. 3. Number, 4. Gender, 5. Personification. 

— Prog. V: 1. Number. 2. Gender. 3. Case. 4. Case Determined by. 

— Prog. VI: 1. Number. 2. Gender. 3. Case. 4. Case Determined 
by. — Prog. VII : 1. Verb. 2. Principal Parts. 3. Regularity. 4. Tense. 
- — Prog. VIII: 1. Principal Parts. 2. Regularity. 3. Inflection. 4. 
Tense.— Prog. IX: 1. Regularity. 2. Inflection. 3. Event. 4. Mood. 
— Prog. X: 1. Regularity. 2. Inflection, 3. Time. 4. Mood. — Prog. 
XI: 1. Regularity, 2. Inflection. 3. Event. 4. Time. 5. Mood.— 
Prog. XII: 1. Principal Parts. 2. Regularity, 3. Tense. 4. Mood. — 
Prog. XIII: 1. Regularity. 2. Inflection, 3. Tense. 4. Mood.— Prog. 
XIV: 1. Class of Pronoun. 2. Person, 3. Number, 4. Gender. 5. 
Case. — Prog. XV: 1. Class of Pronoun. 2. Person. 3. Number. 4. 
Gender. 5. Case. — Prog. XV: Pronouns Continued — Prog. XVI: 1. 
Adjective. 2. Class, 3. Accessory to What? — Prog. XVII: 1. Adjec- 
tive. 2. Class. 3. Accessory to What?— Prog, XVIII: 1. Adverb. 2. 
Class. 3. Accessory to What? — Prog. XIX: 1, Preposition. 2. Ob- 
jective. 3. Antecedent Term, or Base. 4. Unlikeness in. — Prog. XX: 1. 
Conjunction. 2. Class. 3. Parts Connected. 4. Likeness of Parts. — Prog. 
XXI : 1. Interjection. 2. Principle. — Prog. XXII : Branching by the Gram- 
matical Work-Tree — Prog. XXII Continued: Branching by the Tree - 
Prog. XXIII : Branching by the Grammar-System Tree Complete — Prog. 
XXIII Continued : Branching of Infinite Verbs — Prog. XXIV : Branching 
by the Grammar-System Tree — Prog. XXIV Continued: Branching of 
Verbs — Prog. XXV: 1. Substantive. 3. Class. 8. Case. 4. Construction. 5. 
Oflace.— Prog. XXV Continued: Substantives Classified - Prog. XXVI: 
Branching by the Grammar-System Ti'ee — Prog. XXVI Continued: Branch- 
ing of Substantives— Prog. XXVI Continued: Branching of Substantives 

-Prog. XXVI Continued: Branching of Substantives— Prog. XXVII: 
Branching by the Grammar-System Tree— Prog. XXVII Continued: 
Branching of Substantives — Prog. XXVIII : Branching by the Grammar- 



xiv CONTENTS. 

System Tree — Prog. XXIX: BrancliiDg by the Grammar-Sysicui Tree — 
Prog. XXIX Continued : Branching of Accessories — Prog. XXX : Branch- 
ing by the G-rammar-System Tree — ^Prog. XXX Continued : Branching of 
Words — ^Prog. XXX Continued : Branching of Words — Prog. XXX Con- 
tinued : Branching of Words — Prog. XXXI : Analysis, or Sentence Dissec- 
tion pp. 577-622 

The Science of Arithmetic Developed. 

Of Every Branch of Learning There is a One or a Whole — This One-and- 
Whole System is the Tree System — What is the Unit of a Science — What 
Would be the Tree Trunk — No-time Division of Percentage — Time Divis- 
ion of Percentage — The Tree Test Again— Second Set of Solutions Cor- 
rected by the Tree — Third Set of Solutions CoiTected by the Tree — ^Prob-' 
lems — System-Method Solutions — The System Method Established — The 
Question Set at Rest — Short Methods pp. 623-652 , 

WoRK-BooK OF System Arithmetic — Grade B. 

Compound Numbers: Reduction Ascending — Empirical and Rational Solu- 
tions — Comparative Measures — ^Longitude and Time: Class I and Class 
II Problems — Simple Proportion — Fractions — The System Method — Only 
Three Cases — ^ Where Should Fractions be Taught — Difference Between the 
Three Cases and Simple Proportion — ^Percentage — ^Proiit and Loss — Com- 
mission — ^Insurance — Taxes — Simple Interest pp. 653-688 

WoRK-BooK OF System Arithmetic — Grade A. 

Reduction Ascending — Comparative Measures — Longitude and Time — Stand- 
ard Unit— Calendar Time — Old Style and New Style — Why Add the Extra 
Day, February 39 — Islanders' Date Line — International Day Line — Date- 
Line Problems — Compound Proportion — The System Solution Shortened 
— Fractions — Inquiry 1st — Inquiry 2d — Percentage — Profit and Loss — 
Commission — Simple Interest and True Discount — Annual and Com- 
pound Interest — Bank Discount — Money Exchange - Arbitration of Ex- 
change — Stock Investments — Arithmetical Algebraic Problems. ... pp. 689-744 

Merits of the System Method. 

It has a Guide — It is Masterly — It has a Process — An Advanced (2d) Step — 

Divers Other Merits pp. 745-752 



THE SYSTEM METHOD, 



The Knowing Thought Thinks Particular through 
Glass. — This is but another form of putting a truth well 
known to every school-boy ; namely, that every sentence 
has a subject (particular) and a predicate (class). A know- 
ing thought is a thought knowing or discovering what a 
thing is. Nothing could be more simple and sure than this 
elementary truth, that to know a thing is to know what it is. 
It gives no adequate intelligence concerning an unknown 
particular, to declare that it has such and such, that it might 
be so and so. You tell us that the object of which we wish 
to be informed has a stomach, an eye, or else ; but that is 
too meager. We inquire what it is. We want to know or 
think it through the verb is, and without this knowledge we 
are never satisfied. If, using the verb is instead of has or 
any other, you divulge that the object is such and such a 
thing, our curiosity and dissatisfaction are quashed. And 
we may become even scientifically acquainted with the 
object of our inquiry if you continue with the verb is till you 
have shown us all the classes to which it belongs ; say 
Caucasian, man, mammal, vertebrate, animal, etc. (Read 
Grevy, page 26, downward on the tree through these five 
classes.) 

Starting with the particulars mink, weasel, etc., at the 
extremities of the branches in cuts, pages 25, 26, let the 
reader form sentences as they here follow :— 

[15] 



16 



THE SYSTEM METHOD. 









Subject. 






Predicate. 


1. 


The 




mink 


is 


a 


flesh-eater. 


1. 


The 




mink 


is 


a 


mammal. 


2. 


The 




weasel 


is 


a 


vertebrate. 


8. 


The 




leopard 


is 


an 


animal. 


14. 






Marcel 


is 


a 


Frenchman, 


19. 






Huxley 


is 


a 


man. 


29. 


The 


red 


pine 


is 


an 


exogen. 


29. 


The 


red 


pine 


is 


a 


vegetable. 



He will not fail to perceive that the direction of the mind is 
from the particular (mink, Marcel, etc.,) downward on the 
tree through the classes (mammal, man, etc.,) to which such 
particular belongs. The knowing thought runs, " A mink is 
a flesh-eater ; " not, " A flesh-eater is a mink." The judgment 
is from Huxley (the particular) to or through man (the 
class). We say, "Huxley is a man;" not, "A man is 
Huxley." We say, " The banana is a phenogam ; " not, 
"The phenogam is a banana." Let him who would learn to 
teach with enhanced success and continued delight, — let him 
contemplate this "tree of knowledge" till he shall fully 
realize this greatest of all educational and psychological 
principles ; namely, that every thought thinks (or branches) 
dowjtward on the tree system from particular through known 
class. Here, at the outset, the author may inform the reader 
that all scientific education proceeds by tracing particular 
through its classes as branched into the tree system ; that 
every science system is a tree system ; that educational 
power is simply the power of projecting the tree-system 
organism into disorganized particulars ; that the crucial test 
to which every educational scheme is to be put, is the crucial 
test of the tree system ; that by means of this tree-system 
organism, not only is the comparative worth of every kind 
of knowledge to be determined, but by it the true, system, 
scientific, or organizing, method of teaching and learning is 
to be determined ; that by it the st\xd&n\.'s process of work in 
learning — the desideratum of the schools — is to be developed. 



THE FORM OF TRUTH. 17 

Every truth will fit every other ; because all truth is a 
branch or sub-branch of a grand truth system. And this 
truth system is a tree system. Think of the universe of 
truth, or knowledge, as a grand tree of truth, in form like 
material trees — body comprehending all the branches, myr- 
iad in number, divided and sub-divided toward the utmost 
extremities. Now inquire which way on the limbs, sub- 
limbs, and remote branches of this great tree system, the 
human mind runs, and you will be surprised to find that you 
cannot think a sane thought in which the mind does not 
run from outward inward, from the particular to the more 
comprehensive part, or branch. Everywhere in the economy 
of life, the feasible result or function is reached by means of 
some organism. The great Organizer reaches the result 
vision through means of the organisms, the brain and the 
eye, which are connected as parts of one system. The same 
infinite Organizer reaches the result of touch, in our behalf, 
through the organisms finger, brain, etc., which are similarly 
connected. It is gratifying to know that in the realm of 
truth — in all our knowing — we are but to follow after the 
example of the Creator. To reach the power of deciding, in 
our behalf. He employs the organs of sight, hearing, touch, 
smell, temperature, and weight, which organs are likewise 
associated with the brain, and mutually, as parts of one sys- 
tem-whole. We are simply to imitate the Creator. We, 
too, are to reach the power to decide, which is the mental 
work of life, by means of an organism, — the tree-system 
organism, — by tracing the thing to be learned, or explained, 
through that tree system to which it belongs. 

But before going farther with these deductions, let us 
consider further that most elementary and most valuable of 
all truths ; namely, that in the mental activity called learn- 
ing, we think from particular through its classes— think of 
the thing to be learned as belonging to known classes. The 
discovery of the tree system as the only possible represent- 
2 



18 



THE SYSTEM METHOD. 



ative of a science system, will, we doubt not, soon revolution- 
ize the disorganizing or incongruous methods as well as 



^> A 




orthogra.fh;io ^work-tree. 

Copyright, 1886, by I. E. \^^LSON. 



much of the text-book matter now taught in the schools. 
To this science-system representative, the author wishes the 
reader to direct his attention till he shall become familiar 

* Or, DIGRAPH, DIPHTHONG, TRIGRAPH. 



THE FORM OF TRUTH. 19 

with it. Observe, then, that what is the truth and the know- 
ing thought, always runs from branch toward body (higher 
branch) — from particular through class — classes that are 
limbs of the tree system. We say, — 



ibjec 


/. 


Predicate. 






Class. 


Pari. 


icular. 


Z 


is a 


sub vocal, 


not. 


A 


subvocal 


is 


z. 


Z 


is a 


letter. 


not, 


A 


letter 


is 


z. 


Z 


is a 


continuant, 


not. 


A 


continuant 


is 


z. 


A 


is a 


vocal. 


not. 


A 


vocal 


is 


a. 


A 


is a 


sonant, 


not. 


A 


sonant 


is 


a. 


K 


is an 


aspirate, 


not, 


An 


aspirate 


is 


k. 


K 


is a 


letter. 


not, 


A 


letter 


is 


k. ■ 



" Z is a subvocal " is truth ; for it goes from particular 
through class, from branch toward higher branch or body. 
"A subvocal is z" is not truth, necessarily ; for it goes per- 
versely backward from class to particular. A subvocal 
might be r, n, or 1, as well as z. And so universally : The 
knowing thought thinks from particular toward or through 
the class of which that particular is part, or branch. 

Authority. — " Many men, when a proposition is to be 
proven, spend their time in hunting up authorities and col- 
lecting the opinions of others. By this they expect men to 
be convinced, without once asking the question whether they 
are convinced themselves. I would by no means speak 
lightly of the learning of the past or of the opinions of em- 
inent men ; but it must still be apparent that an opinion, 
whether of an ancient or a contemporary, is worth just as 
much as the reason on which it is founded." — Waylajzd. 

If it is true that thinking is through known class, it is 
also true that learning is a branching act — an act branching 
the particular investigated through its classes as branched 
together in science {i. e., tree) system. Moreover, if the 
learning process is branching, and the long-sought-for guide 
in learning is the branch system, it follows that the 07'ganiz- 
ingi or system-guided, method employed in this book further 



20 TEE SYSTEM METHOD. 

on, is the true method of learning and teaching — the desid- 
eratum of the schools. We invite the reader, therefore, not 
to read this argument to believe blindly ; nor should he read 
to disbelieve ; he should only be willing and ready, if there 
be real force in the argument, to be forced to believe. He 
will, therefore, himself carefully weigh the proof as below 
offered from authority. 

Schuyler: "Thought is the recognition of one thing 
under or in another, as a species [subvocal, for example] 
under its genus, or class [sonant]." 

The declaration that thought is the recognition of a 
species (or particular) as under a genus, or class, is virtually 
identical with the declaration that the mind passes down- 
ward on the tree organism from branch toward body ; since 
that is the only possible direction it could take to declare 
the species (or particular) to be under or included in the 
genus, or class. In recognizing the species subvocal to be 
included in the genus sonant or the genus letter, the mental 
act starts with subvocal, and goes downward, thus : " Subvo- 
cals are sonants ; " " Subvocals are letters ; " for when the 
mental journey is made the other way, — " Letters are sub- 
vocals," — the thought is not truthful or sane, since some 
letters are aspirates. 

Day: "John is a man. Plato and Socrates were Athe- 
nians. In all such propositions the assertion declares the 
subject [particular] to be included under [or to belong to] 
the class denoted by the predicate." 

Wayland: "We think in judgments. To conceive of 
things without forming judgments is to make no progress." 
"The subject [of the judgment, or sentence] may be either 
an individual or a species ; the predicate must be a genus ; 
that is, it must designate a larger class than the subject. In 
a proposition, we therefore affirm that a particular individual 
is included within a particular class. Hence, every proposi- 
tion must be either true or false. The subject is either 



TEE FORM OF TRUTH. 21 

included within the class designated by the predicate or it 
is not," 

Read wakefully the vital truth here asserted by Mr. 
Wayland : Every proposition is true or {■d\'s>Q just accordingly 
as it does or does not affirm that particular belongs in class, 
in making which affirmation the mental incursion is necessa- 
rily downward from branch to body of whatever science sys- 
tem it may be connected with. 

It is mortal. — It has been asserted that the exclusive 
form of knowing a thing, is by knowing of what class it is — 
to think it through the verb is as belonging to some class. 
It may be supposed by one not accustomed to abstract 
thinking that in such judgments as " Man is mortal," " Grass 
is green," "Riches are perishable," and "Chalk is white," 
there is a comprehending thought without any reference to 
class. To this objection, the author would reply, (1.) That 
the thought, or judgment, is not as comprehensive as it 
would be if the predicate adjective were replaced by a class 
noun. "Man is mortal" announces only that man belongs 
in the mortal class of things. " Man is a mortal " announces, 
not only that the object referred to belongs in the mortal 
class of things, but more, that the object is a man — ^belongs 
to the class man. Thus the class noun mortal is logically as 
much more comprehensive than the predicate adjective 
mortal as the man is more comprehensive than the class 
mortal things ; (2.) The doctrine that the predicate adjective 
in " Man is mortal," " Chalk is white," etc., does not refer the 
subject particular to a class, is erroneous. It is not denied 
that "mortal" and "white" express the respective attributes 
of " man " and " chalk." But eveiy attribute is a class-maker. 
And no attribute can be perceived, or recognized, except 
there is a comparison. This psychological truth is estab- 
lished. But the act of comparison implies unity plus either 
unity or a greater number ; that is to say, the act of com- 
parison implies a class, the individuals of which are for the 



22 TEE SYSTEM METHOD. 

comparison. Hence, every recognition of an attribute is a 
recognition of a class. Therefore the judgment, " Man is 
mortal," is a mental act identifying the particular man with 
the class mortal thijigs. 

Way land: "Judgment is an act of the mind affirming that 
a particular individual or species is included in a genus, or 
class. Thus, I judge snow to be white, grass to be green, 
avarice to be contemptible ; that is, I judge the particular 
individuals to be comprehended within the class which I 
predicate of them." "Whatever is affirmed or denied of a 
class is affirmed or denied of every individual under that class. 
Thus, when I say, Snow is white, I mean that snow is com- 
prehended under the class white [white things], and I affirm 
this also of all snow whatever." " By the proposition, Caesar 
was detestable, I affirm that Csesar [the particular] is in- 
cluded under the class detestable [detestable things]." 

Reductio ad absurdum. — The foregoing arguments 
that the mental act of knowing is from particular through 
class, are conclusive. But to make safety safer still, if possi- 
ble, let the contrary of the foregoing argument be proved to 
be false. Assume, then, that the knowing act journeys from 
class through particular. It is accordingly to be shown that 
(1.) Endogens are bananas, (2.) Germans are Beethovens, 
(3.) Animals are lions, are true propositions. But if animals 
are necessarily lions, then leopards, wolves, and foxes, which 
are animals, are also lions. But this is absurd. Therefore 
the proposition that the act of thinking, or knowing, is from 
class to particular, is false. And so again n if Germans are 
necessarily Beethovens, then Froebel and Pestalozzi, who are 
Germans, are not Froebel and Pestalozzi, but two Beetho- 
vens. And so on. 

The second form of the knowing proposition is, " Man is 
mortal," " Snow is white," etc. "Mortal" and "white" are 
attributes ; but psychologists agree that no attribute can 
exist apart from an object — apart from some thing. If " Man 



THE FOEM OF TRUTH. 23 

is mortal " is not logically equivalent to " Man is a mortal 
thing," then whatever thing "is mortal" is not a mortal 
thing! But this is absurd. Therefore, " Man is mortal" is 
equivalent to " Man is a mortal thing." It remains now to 
show that the proposition, "A mortal thing is a man," is not 
necessarily true. If, then, mortal things are men, beetles 
and gnats, which are mortal things, are men. But this is 
absurd. Hence the hypothesis that the knowing thought 
runs from class to particular, as, " Mortal things are men," is 
false. 

Further : to say that the knowing act is from class 
upward, on the tree branches, to the more particular, is to 
say that the class is the particular — that mortal things are 
men; since the knowing thought is through the verb is, the 
copula. But to say that the class is the particular, is to say 
that the whole (the class) is identical with its part (the par- 
ticular), which is absurd. Therefore the thought is not from 
class toward particular, but ever downward in the science, or 
tree, system from particular to and through class. Finally, 
the same absurdity may be shown by the syllogism thus : — 

1. Men are Bismarcks. 

2. Froebel, Pestalozzi, Beethoven, Goethe, etc., are men. 

3. Therefore, Froebel, Pestalozzi, etc., are Bismarcks. 
Jevons : " In * Dictionaries are useful,' it may be said that 

the substantive things or books is understood in the predicate, 
the complete sentence being, ' Dictionaries are useful books!" 
The Knowing Thought Thinks Particular into Known 
Class. — I have already proven on the authority of logician, 
physiologist, and psychologist alike, but especially on the 
authority of the common judgment of mankind, that the 
knowing thought thinks from particular to class — from the 
less to the more comprehensive ; that is to say, I have shown 
that the mental act of thinking, knowing, learning, etc., runs 
with the tree-system organism from branch downward to 
higher branch thus : — 



24 TEE SYSTEM METHOD. 

Foxes are flesh-eaters ; not, Flesh-eaters are foxes. 

Napoleon is a Frenchman ; not, Frenchmen are Napoleons. 

Englishmen are Caucasians ; not, Caucasians are English- 
men. 

Tyndall is an Englishman ; not, An Englishman is Tyn- 
dall. 

Red pines are coniferae ; not, Coniferae are red pines. 

Pitch pines are gymnosperms ; not, Gymnosperms are 
pitch pines. 

Bananas are phenogams ; not, Phenogams are bananas. 

Pine-apples are endogens ; not, Endogens are pine-apples. 

Let the reader refer to the tree cuts opposite, and trace 
the eight propositions above downward on the branches. Now 
let it be remembered that a thing to us unknown is to us 
nothing ; and I shall be able quickly to demonstrate that no 
thought is even possible concerning a thing wholly unlike 
known classes. Let it be proved that a/l things totally unlike 
known classes are nothings, and it will then at least be seen 
that all things that are to us real things are like known class. 
Now all things are divided into (1.) animals, (2.) plants, (3.) 
inorganic things. Such unknown thing totally unlike all 
other things cannot be an (1.) animal ; for to be an animai is 
to be like animals. But it cannot be a (2.) plant ; since to be 
a plant is to be like plants. Neither can such unknown thing 
be any (3.) inorganic thing ; for to be an inorganic thing is 
to be like other inorganic things. Therefore, since this 
unknown thing, totally unlike every class, cannot be an (1.) 
animal, a (2.) plant, (3.) nor any inorganic thing, it can be no 
thing, and must therefore be nothing. It is thus demonstra- 
bly shown that no thought or thinking about things totally 
unlike known class, is possible ; for all thinking thinks the 
thing thought about into class, and thinking is possible only 
as it is a throwing of particular into class. 

To declare it true that foxes are flesh-eaters, Englishmen 
are Caucasians, is to throw or branch the particulars, or sub- 




BOTAMIOAIv "WORKI-TREE:. 

Copyright, 1886, by I. E. WILSON. 



[35] 




[26] 



ZOOIvOGICAIv WORKZ-TREB. 

(WITH GEOGKAPHICAL EXTENSION.) 
Copyright, 1886, by I. E. WILSON. 



THE FORM OF TRUTH. 27 

]ects, foxes and Englishmen, into the classes fiesh-eaters and 
Caucasians. To say that Tyndall is an Englishman is to 
throw, conceive, or branch Tyndall in the class EjiglishmeJt. 
This great trunk truth, that we know all things by classing 
them with other known things, is so elementary and so close 
to us that it is hard to be fully realized. It will be made to 
appear plain in " Reductio ad abs2irdnvi " below. 

Be the thing to be learned what it may, no human mind 
will ever fully. learn, know, or understand it till such mind is 
able to refer it, or class it, with what it already knows — class 
it with known class. That we cannot learn or know any 
new particular until we can connect it with something known, 
is a psychological truth as well established as that men are 
bipeds, or that cats are animals, or that we exist. It is a 
scholium of exact science. The Creator has said that knov.d- 
edge is by making the thing learned branch, as of a tree. 
(See Gen. 2 : lY.) And neither science so-called nor science 
real will ever learn or make a thing known except it be made 
known in the light of things already known, except it be 
branched into known kinds, or classes, of things. The 
"compare," "abstract," "generalize," '^ judge," "reason," 
" systematize," and " imagine " of psychology are absolutely 
nothing except a repetition of this mental down-the-tree act 
of throwing particular into known class. Everything becomes 
knowable by being branched into what is known ; and what 
is known, if known perfectly, or in system, is tree system in 
form. What of zoology is knowable is such by virtue of the 
fact that the great Organizer has created, or organized, all 
animals into a tree system of classes. 

" We are lost in the multitude of objects presented to our 
observation, and it is only by assorting them in classes that 
we can reduce the infinity of nature to the finitude of mind." 
— Sir Wm. Hamilton. 

But we could not assort "the infinity" of animals in 
" classes," except animals had first been created in classes. 



28 TRE SYSTEM METHOD. 

And it is by virtue of the fact that the great Classifier has 
created the multitude of animals all in classes, that we can 
know them at all. All the millions of animals belonging in 
classes of certain characteristics, we learn the millions of 
individuals by learning the few characteristics of the classes 
to which these millions belong. 

"The essential matter in the first place [in studying 
animals] is to be quite clear about the different classes." — 
Huxley. 

Being "lost" in the "infinity" of animals, the student of 
zoology is compelled to assort them in classes, or branches, 
in order to learn, know, and remember them. But this is not 
all. He is further compelled to assort these first classes, or 
branches, into higher branches, and these again into still 
higher branches, and so on, until he has assorted, or branched, 
this " infinity " of animals into system, or science, — into 
science system. And this assorting of animals into classes, 
and branching of these classes into system, results, as we 
shall hereafter find, in a tree system of animal classes ; that 
is, a branched system in which every branch, or limb, is a 
class of animals : so that we not only reduce the " infinity " of 
animals to classes, but, carrying forward the same systema- 
tizing work, we reduce these classes to one tree-system whole. 
Thus, the learner is not only to throw, or branch, the 
" infinity" of animals into classes, but he is likewise to branch 
these classes into still higher class-branches, until he sees the 
whole multitude of animals in the unity of science [the tree) 
system, the process of learning ever being a branching 
process — a process throwing (J. e., mentally branching) 
particular or a lower class, into higher class. To illustrate, 
refer to the zoological tree, page 26. With weasel (2), dog 
(5), and tiger (10) for his lesson, learner proceeds upward 
through the class branches of the tree system thus : — 

(2.) Weasel= Vertebrate. Mammal. Carnivora. Mustelidae. Putorius. Ermineus. 
(5.) Dog == Vertebrate. Mammal. Carnivora. Canidae. Canis. Familiaris. 
(10.) Tiger ==Vertebrate. Mammal. Carnivora. Felidae. Felis. Tigris. 



TEE FORM OF TRUTH. 29 

And so learner is to continue till he is familiar with the 
system of classes into which all animals are systematized. 
He is not to remember each individual animal separately ; 
for that is as impossible as it is opposed to system. He is to 
learn and remember animals just as animals are created — in 
class system, in a tree system of classes. And let it not be 
overlooked that it is the whole purpose of. science, just as it 
is the only possible work of science, (1.) to assort the multi- 
tude of individuals into including classes ; (2.) to assort 
(branch) these classes into higher, or including, classes ; (3.) 
and so on, till all the classes are branched into one single 
branch, or tree-system, whole. And let it be perceived that 
the work of science, or system, is by no means done zvhen the 
'multitude of objects is assorted into classes, but that THE 
VITAL WORK OF SYSTEM, OR SCIENCE, CONSISTS IN BRANCH- 
ING THESE CLASSES, thus formed, INTO THE BRANCHED, OR 
TREE, SYSTEM. Why vital f — Because unless the classes be 
thus branched together into one tree-system whole, THE STU- 
DENT, OR LEARNER, IS LEFT WITHOUT A PROCESS OF WORK ; 
for learner proceeds up the tree. He is given animals, — 
weasel, dog, tiger, etc., — as his lesson ; for he must proceed 
from what he already does to what he does not know, since 
(1.) it is animal that he knows more or less already ; and (2.) 
since it is the classes, or tree-branches, of animals that he 
does not know and is to learn (or trace weasel, dog, tiger, 
etc., through) ; and (3.) since he must naturally first trace 
these animals through, and therein learn such classes as are 
easiest to learn or trace through. Therefore, learner must 
needs begin at the trunk of the tree and trace upward through 
the system. 

Evidently, since learner must trace his lesson of par- 
ticulars, — weasel, dog, tiger, etc., — through a class, or branch, 
system, he must needs begin tracing at the tree trunk, 
since it is impossible thus to trace a particular in any 
other way. He cannot trace downward till he finds where to 



30 'Z'i^^ SYSTEM METHOD. 

Start, But to find where to start is first to trace a particular 
from tree trunk upward to the starting place. Because 
learner cannot go downward through the system till first he 
goes upward through it to find where to start, learner must 
begin by going upward. But since going upward is to trace 
the particular through all its science-system classes, and 
therein fully to learn it, therefore learner's process of work is 
upward through the system. And since going upward 
through a tree system is impossible and absurd until there 
exists a tree system through which to go upward, therefore 
learner's process of work is impossible until these classes are 
BRANCHED together into system. 

It is thus made plain that the most important work of 
science or system is, by all odds, not the first step of as- 
sorting the multitudinous particulars into classes, but the 
second step of branching these classes into science system ; 
that is to say, into tree system,, since the tree system is the 
only organic system in nature that will represent the classes 
arranged together into one whole. Thus it was in the dis- 
covery that every science system is a tree system, that the 
author discovered likewise the learner s process of work in 
learning — a thing before not at all understood. The tree is 
thus seen to be the learner's tool, or instrument, with which 
to learn — the long-sought-for educational guide. 

But we must return to the elementary truth out of which 
grew this discovery and invention of the learner's process of 
work and work-tree guide. Since the knowing thought car- 
ries the thing thought about to some known class, we should 
naturally presume that to fully know that particular, or thing, 
the mind would carry it to, or identify it with, all the classes 
to which its characteristics assign it. This is entirely true. 
Take, for example, the particular / in the word " let." (See 
the orthographic tree, page 18 ■) To detect such characteristic 
in /as assigns it to the class letter, is to be able to announce the 
judgment that / is a letter ; and in ascertaining this one char- 



TEE FOBM OF TBUTE. 31 

acteristic alone, the mind has gone a long way toward perfect 
knowledge of /. But, by closer scrutiny, we find another at- 
tribute, characteristic, or class-mark in /that assigns it to the 
class sonant, as distinguished from aspirate. By another ex- 
amination, we find still another attribute, or class-mark, by 
which we class / with subvocals as opposed to vocals. And 
so on, till finally, by a minute inspection, we detect the 
peculiar characteristics, or class-marks, that render it a con- 
tijiuant, dental, lingual, and liquid, as distinguished from 
abrupt and coalescent, from labial, palatal, and guttural, from 
nasal and sibilant. 

It is thus seen that we know the particular / fully only 
when we have found in it six characteristics. It is seen, fur- 
ther, that these six. characteristics of / are simply six attri- 
butes, or class-marks ; that / is systematizable, or classifi- 
able, into the six classes (1.) letter, (2.) sonant, (3.) sub-- 
vocal, (4.) continuant, (5.) dental, and (6.) lingual and liq- 
uid, by virtue or means of its six characteristics ; that to 
find the characteristics, or attributes, of a thing is to find its 
classes, and vice versa. And who can deny that when we 
have found all, including the minutest and most insignifi- 
cant characteristics, or attributes, of a thing, we know and 
understand it ? Not, surely, any man born with human 
reason. Who, then, will deny or question that the knowing 
act is an act throwing, or conceiving, the particular unknown 
in known class ? Not, surely, any man not born with brutish 
reason. Who will deny or question that when we know all 
about Englishmen, all about Germanic peoples, all about 
Aryans, all about Caucasians, all about rneji, all about the 
higher classes, mammal, vertebrate, organic, natural, qualita- 
tive, and finally, thing, and all about all other classes into 
which Tyndall may be thrown, — who will deny that we un- 
derstand the particular Tyndall } Not, surely, any man who 
knows that we know a thing when we know it. 

Psychological demonstration. — What is true has the 



32 THE SYSTEM METHOD. 

form of truth. We may, therefore, be certain that the best 
possible illustration in developing a clear conception of the 
act of knowing, will be that crucial criterion, the tree-system 
organism. See the figure, page 34. Let the reader con- 
stantly return to this figure as the explanation advances. 

The child sees the oak tree, the great stone, the dog, and 
the house standing together. At an early age it is able to 
perceive the tree, say, as a different object from the others. 
This perception, while very vague at first, is nevertheless a 
recognition of some characteristic, or mark, that renders the 
oak tree a different thing from the stone, the dog, and the 
house. Let the reader wake widely to the truth — quite plain 
when seen at all — that there is no perception to the child 
until or except it perceive the tree as a different thing from 
the other objects. But to perceive the oak tree is to con- 
ceive a particular as belonging to a class — to conceive the 
particular oak tree as belonging to the class thing. It may be 
objected that the child does not perceive the tree as being a 
thing (that is, as belonging to the class thing) ; to which 
objection it is an overthrowing argument to reply that the 
objector agrees that the child does actually perceive the 
tree. But if the child does actually perceive the tree, he 
must perceive it either as a thing or as not a thing ; that is 
to say, he must either perceive the tree as a thing or as 
nothing ; that is to say, if the child perceives the tree at all, 
as the objector agrees he actually does, he must perceive it 
as a thing. But to perceive that the tree is a thing is to 
perceive that the tree belongs in the class thing, be that 
class as vague to the child as it may. 

That the judgment " Tree is a thing," runs from particu- 
lar to class, has already been immovably established ; nor 
can any argument to the contrary vitiate or disturb that 
truth, not more than the play of thistle down can overturn 
Bunker Hill monument ; not more than a cricket can kick 
the earth out of its orbital path. Mark well that the child 



THE FORM OF TBUTE. 33 

does actually perceive the tree, as all agree. Mark especially 
that the child perceives the tree as either a thing or as not a 
thing — either as belonging to the class thing or the class 
nothing. But to say that he perceives the tree as belonging 
to the class nothings is to say he perceives nothing. And to 
say he perceives nothing is to say he does not perceive. 
Since, therefore, he does actually perceive the tree, he must 
of necessity perceive it as a thing — as belonging to the class 
thing. For, if he does not perceive the tree as a thing, he 
does not perceive it at all. Hence the grand consummate 
truth. We can know nothing, cannot even perceive a thing, 
except as we identify that thing with some known class, 
however vague such class may be to the mind ; that is to 
say, all knowable or perceivable things are knowable and 
perceivable by virtue of the possibility of a mental act iden- 
tifying, or connecting, them with known classes ; that is, 
nothing whatever can be known except through a mental act 
classing it with known things. 

Having now shown that the very first perception, the first 
knowing or learning act of the child, is throwing, or branch- 
ing, particular into kind, or class, let us observe how all 
knowing or learning is but a repetition of the same branch- 
building act. The child already knows tree in the light of 
the class thi?ig ; but he now observes an ash tree. He then 
takes two steps (unconsciously, of course) : He says, (1.) 
Ash is a thing ; (2.) Ash is a tree. He is now beginning to 
learn or know — getting certain things known in mind by 
means of which he may hereafter learn to know the unknown 
things. Let him who would teach by following science sys- 
tem ; let him who would guide the learner as the great 
Brancher guides him, — let him observe how from its birth 
the child is a science-system, that is, a tree-system, builder. 
Again, the child observes a clump of trees. His mental acts 
of learning are now, (1.) This is a thing ; (2.) It is a tree ; 
(3.) It is an oak ; and (4.), as compared with the others in the 
3 



34 



THE SYSTEM METHOD. 




clump, a red oak. And so from thing to v/hite oak and burr 
oak ; and so to ash, mountain and white. Arid so by branch- 
ing particular in known class, in all knozuing. Thus the act 
of systematic knowing or learning may be defined to be an 
act finding all the classes of the particular to be learned, 
beginning with the tree-trunk branch thing, and going up- 
ward through the tree-system organism, our unconscious 
guide. 

Through this class-system organism alone, we can develop 
the truly scientific, organizing, or system, method of teaching 
and learning ; for by it alone can we determine either what 
the student's process of work is, or what the system whole 
of any branch of learning is. But whether we have a scien- 
tific, that is, a system, or truly organizing method, or whether 
we have a method unscientific and disorganizing, will be 
easy to determine by projecting this tree-system organism 
into the subject. If thereby the method to be tested is seen 
to be the same in process as going upward through this tree 
system, it is the true, or system, method. If it is different 
from this system-guided procedure, it is therein unsystematic, 
disorganizing, difficult, and false or indirect. In this way, 
for instance, it will be shown that the current text-book 
methods of solving arithmetical problems are sadly lacking 



TEE FORM OF TRUTH. 35 

in system, and that, therefore, they are not only difficult and 
confusing to learn, but soon to be forgotten outside of the 
school-room. It will also be shown that all arithmetical 
problems, when easily, certainly, and systematically solved, 
are solved by one and the same method, by a simple repeti- 
tion of the three-step solution. It may also be shown by 
this tree-system test that the rules and definitions of the 
ordinary grammars are generally vicious and often even 
false. 

Authority. — Schuyler: "However different two classes 
neither of which is the highest class, both are subordinate 
to the same higher class, though not necessarily co-ordinate 
with each other ; for, ultimately, every class may be referred 
to that of being [or thing], the highest class. Hence, things 
the most dissimilar must, in certain respects, be similar^ — 
Law of Homogeneity. 

" Every class contains other classes under it. In thought, 
therefore, THE divisions of classes give classes, not 
individuals. Hence, things the most similar must, in certain 
respects, be dissimilar. Thus take any two classes with a 
small difference. Now, this difference can be divided, thus 
giving new classes distinguished by this partial difference ; 
and so on, ad infijzitum." — Law of Heterogeneity. 

Mr. Schuyler wishes to say that things are similar because 
classifiable — similar by virtue of their having been created in 
classes ; which is identical with the grand elementary truth 
that things are knowable only by being classed. (See the 
cuts, pages 25 and 26.) Were Spencer and banana, for 
instance, classifiable in no respect, they could be similar in 
no respect. Granting it to be known that the banana is a 
thing, were it not that Spencer is classifiable with banana, 
Spencer would be a nothi7tg. Spencer is thus to us a thing 
only by virtue of this elementary truth that he is classifiable 
with other known things, — with the banana for one thing. 
Of Spencer and the banana we may say, — 



36 THE 8YBTEM METHOD. 

1. Spencer belongs in the class thing with banana. 

2. Spencer " " " qualitative " 

3. Spencer " " " natural " 

4. Spencer " " " organic " 

And could we not know Spencer as belonging in, at least, the 
class thing, we could only say, Spencer is nothing; that is, 
Spencer is not a thing. Thus do we know that Spencer is 
like, or similar to, banana and other things by virtue of his 
being classifiable with such other things. But it can be 
easily shown that all things knowable are knowable by virtue 
of their being similar to known things. This last proposition 
proved, and it will be plain that anything knowable is know- 
able by virtue of being classed with known class. 

To understand this truth is easy. Let us undertake to 
know, learn, or get knowledge of, a thing not similar in some 
fespect to some other thing known. (Refer to the tree, page 
98.) The thing unknown and to be learned cannot be a 
man ; for man is a thing known. It cannot be an animal ; 
for animal is a thing known. This unknown thing cannot be 
a plant ; for plant is a thing known. Finally, this unknown 
thing cannot be a thing; for that, too, is a thing known. 
But since the thing of which we are trying to get knowledge, 
cannot be a thing, evidently it is nothing. And of what is 
not a thing, — of nothing, — we can have no knowledge. Of 
what, then, is not similar to some other thing known, we can 
have no knowledge whatever. But the only thing of which 
we have absolutely no knowledge, is nothing. Of what, then, 
is not similar to some other object known, to us there is 
nothing ; that is to say, things are knowable only as they are 
similar — knowable by virtue of their being similar. We have 
therefore, finally, the following syllogism :^ 

1. Similar things are to us similar because classifiable. 

2. Knowable things are to us knowable because similar. 

3. Therefore knowable things are to us knowable because 
classifiable. 



THE FORM OF TRUTH. 37 

It may also be perceived in this connection that the great 
elementary fact that all things are similar in some respects, 
and yet dissimilar in other respects, is the ultimate basis of 
all knowledge. Similarity may be called the hinge by means 
of which we know. 

Schuyler: " Thought is the recognition of one thing under 
or in another as a species [particular] under its genus 
[class.] " 

This is an unqualified concession that every knowable 
species or particular has a corresponding class ; that all par- 
ticulars are created, and therefore found, in classes. But 
none Vv^ill deny that thought is a knowing act. What Mr. 
Schuyler really says, therefore, is that the knowing act, 
called thought, is the recognition of one thing as belonging 
in a class — the recognition of things as they were created ; 
namely, in classes. 

Again : " An object is defined by (1.) referring it to the 
class immediately containing it, and (2.) by distinguishing it 
from other objects of the class by means of its differential 
[special or individual] quality." 

Now refer to the orthographic and zoological trees, pages 
18 and 26. Siibvocal, for example, is defined by saying, (1.) 
that it belongs in the class sonant, or voiced sound ; (2.) that 
it belongs in the class obstrncted sound. So man is defined 
by saying, (1.) that it belongs in the higher class mammal; 
(2.) that it belongs in the class erect, two-handed animal. 
But to define a thing is to make it known precisely as it is ; 
therefore, to render a thing known or knowable precisely as 
it is, is to refer it to known classes. In other words, the 
knowing act is an act throwing the thing made known into 
known class. 

Again : " The highest genus [class] is not contained 
under [in or by] a higher genus [class], nor has it a differen- 
tial quality [class-mark]. It cannot, therefore, be defined." 

What Mr. Schuyler wishes herein to say is simple ; 



38 THE SYSTEM METHOD. 

namely, there is no class higher, or more extensive, than the 
highest class, thing. This highest class, thing, cannot, there- 
fore, be satisfactorily defined ; that is to say, thing (as thing 
merely) can be only vaguely known ; because there is no 
higher class into which we might throw it in order thereby 
to make it known ; since it is by thus throwing a thing into 
known class that it can be defined, or made known. 

Aristotle: "Whatever may be affirmed or denied of a 
class [of particulars] may be affirmed or denied of whatever 
[particular] comes under that class." 

This famous dictum of Aristotle is but the recognition 
that all things are created in, and knowable only in the light 
of, their classes. Men, as a class, are two-handed. Knowing 
this, we conclude that every particular, — Bismarck, Glad- 
stone, Victoria, etc., — is two-handed. Why 1 — Because every 
particular is known in the light of a class. 

Hopkins: "A logical definition always consists of the 
genus, that is, of the class above, and the specific difference. 
Thus, Cato is a man, with the specific differences that make 
him Cato. A man is a mammal, with the specific differences 
that make him man. A mammal is an animal, with the 
specific differences that make it a mammal, and so on till we 
come to being, or thing, which cannot be defined, because, 
as is commonly said, there is no higher genus above it." 

To make a thing known is to make known not what it 
has, but what it is. Accordingly, Dr. Hopkins says that man 
is defined, or made known, by declaring, not that he has, but 
that he is, a mammal. But to declare that man is a mammal 
is to declare that man belongs in the class mammal; there- 
fore, man is defined, or made known, by his being referred 
to known class. 

Wayland: "Judgment is an act of the mind in which we 
affirm that a particular individual or species is included in a 
particular genus, or class. Thus, I judge snow to be white, 
grass to be green, avarice to be contemptible ; that is, I judge 



THE FORM OF TRUTH. 39 

these particular individuals to be comprehended within the 
class which I predicate of them." 

" We think in judgments ; that is, we are always afhrming 
one thing of another, a7zd we do not consider anything else to 
be thinking. To conceive of things without forrning judg- 
ments is to make no progress [in knowing, learning, or 
knowledge.] " 

This is equivalent to the declaration that the repeated 
act by which we make progress in knowing, or learning, is 
an act " affirming that a particular individual or species is 
included in a particular genus, or class." 

Again : " The syllogism is not a mode, it is the mode, 
of reasoning. It is the peculiar process of the reasoning 
faculty." But " a syllogism is a series of judgments, the last 
of which affirms the conclusion at which we have arrived." 

Thus does Dr. Hopkins — good authority — virtually aver 
that all our conclusions (and it is the business of life to make 
conclusions) are reached by repeating the act of judgment — 
an act, as he himself declares, affirming that a particular is 
included in known class. 

Miscellaneous. — The practice of authors vying with 
each other in making the most perfect and exhaustive classi- 
fication, each in his chosen subjects, — this for the purpose of 
rendering both part and whole easily knowable, — is a testi- 
mony too conclusive to be overlooked ; nor is the evidence 
of language, the material dress of this down-the-organism- 
from-particular-to-class act, less conclusive. And what an 
interesting hint in such casual expressions as " branch of 
knowledge" (knowing)^ When we have gotten our feet 
upon this vicious, knowledge-destroying doctrine of ours, 
that education lies in a thing called knowledge, and have 
realized that education in all branches whatever (like educa- 
tion in writing, reading, talking, doing) lies in the act (mark 
it, the action^ of knowing,— a mental act directed by the 
organism of the Creator, — then we shall be able to see that 



40 THE SYSTEM METHOD. 

our concession, "branch of knowledge," is an unwitting 
acknowledgment, not only that the knowing act discourses 
from particular to class in the organism of truth, but that 
that same organism, heretofore unknown, is the necessary 
copy by which to test or judge the merits of all educational 
schemes. 

Reductio ad absurdum. — Let it be supposed that the 
knowing act is not an act organizing particular into class, 
and that it is true that a thing may be known, or perceived, 
without reference to class. Take any object as the thing 
supposed to be unknown and yet unperceived, say the fells 
domestlca. To perceive that this fells doniestlca is a flesh- 
eater, is to perceive it as belonging in a class ; but that is for- 
bidden by the hypothesis. To perceive it as a mammal or a 
vertebrate or an animal, is likewise to perceive it in the light 
of a class, which is forbidden by the hypothesis. Further, 
to perceive it as an organic being, or thing, is to perceive it 
in the light of a class. And, finally, to perceive it as a thing 
is to perceive it as one belonging to a class — the class tJilng; 
but to perceive it as belonging to any class is forbidden 
by the hypothesis. We cannot, therefore, perceive or 
know it either as mammal, animal, or thing. But what we 
do not know, or perceive, as a thing (that is, something), we 
know, or perceive, as not a thing — as nothing. We do 
therefore know and perceive this thing as notJiuig; that is to 
say, we can knozv, or perceive, nothing zvlthoiit reference to 
class. Therefore, the doctrine of the hypothesis is absurd. 
It is exactly parallel with the hypothesis that something is 
nothing — that a thing is not a thing^ 

The Mental Result of Learning, or Thinking, any 
Branch is a Branch System, i. e., a Tree System. — The 
reader should now keep in mind that all men are somewhat 
lost in the multitude of the objects presented to our intelli- 
gence, and that it is because we are thus lost that we educate 
ourselves ; so that all education begins and proceeds by sys- 



THE B RANGE SYSTEM. 41 

teniatizi7tg. " We are lost in the multitude of the objects 
presented to our observation, and it is only by assorting 
them in classes [say branching them through their branch 
system] that we can reduce the infinity of nature to the fin- 
itude of mind." — Sir Wm. Hamilton. Now, this "assorting" 
the objects, with which any branch of learning has to do, 
into "classes," is called learning them through science, or 
system. And all these " classes " taken collectively are 
called, or are to be called, a science system. All scientists 
have taught that these classes taken collectively form a 
science, or system ; but they have never yet discovered 
WHAT system a science system is. Of systems there are nu- 
merous kinds, — animal, plant, and inorganic systems ; solar 
and stellar systems ; political, religious, and industrial sys- 
tems ; digestive, circulatory, nervous, osseous, and muscular 
systems ; river and lake systems ; and so forth. The question 
to be solved is not whether a "branch of learning" is a sys- 
tem, but what system is a branch of learning. 

Ueberweg: " Science is a whole of knowledge in the form 
of the system." "Science has its true existence only in the 
systematic [say branch-system] form." A " whole " what? 
In the form of what system .■' That is the great educational 
problem. 

Bishop Butler: "A system [science system] is a one or a 
whole made up of several parts." A "one or a whole" 
what .-• — not whether a system is a one or a whole, nor 
whether a science is a system, but what whole and what 
system is a science .'' Neither has the question been answered 
by any. 

Herbert Spencer : " Knowledge of the lowest kind is 
ununified knowledge ; science is partially unified knowledge ; 
philosophy is completely unified knowledge." "Unified" 
into luhat unit? 

Sir Wm. Hamilto?i: "Generalization (knowledge of sys- 
tem) is only the apprehension of the one in the many.'" Ap- 
prehension of the "one" tvhat in the many objects .■* 



42 THE SYSTEM METHOD. 

Anaxagoras : "The mind only knotvs when it subdues its 
objects, when it reduces the many to the one." Reduces the 
many to the " one " w/z^s:/' f There can be neither a "one" 
nor a " whole " nor a " system " that is not a one, a whole, or 
a system, of something, or some kind. 

" The Platonists: All knowledge is the gathering up into 
one, and the indivisible apprehension of this unity, by the 
knowing mind." — Hamilton s Metaphysics. Gathering up 
into a " one " what ? is still the unanswered question. 

" Plotimis : Our knowledge is perfect as it is one." — Id. 
" One " what ? 

"■Leibnitz, Kaiit, Aristotle, have defined knowledge by 
the representation of multitude in unity." — Id. 

The upshot of these testimonies is that science is a "sys- 
tem," " a one and a whole." Bishop Butler declares that a 
science is a " one and a whole," but does not tell us what 
that one or whole is. Neither does Ueberweg see what sys- 
tem the perfect science system is. Discerning that science 
is a "whole," and that the form of that whole is some system, 
he still fails to divulge what system, what kind of system. I 
repeat : the great problem is and has been, not whether a 
science is a " one," a " whole," a " unified whole," " unity," or 
"system," but what kind oi z. one, whole, unity, or system is 
a science } Is a science an animal system .? a planetary sys- 
tem 1 a landscape system .? a tree system .? or something 
else } 

Now, the key with which to unlock this difficulty — the 
time-worn problem of the schools — is the elementary princi- 
ple that all learning, or knowing, is the simple recognition 
of particular as belonging in some class. This truth, that 
learning or knowing any particular consists in passing that 
particular through its classes, I have demonstrated and set 
at rest, showing that it rests on the same foundation as the 
self-evident truth that a thing is and must be a thing, and 
cannot be nothing. 



THE BRANCH SYSTEM. 43 

We have before us, then, two plain truths, by the concur- 
rence of which, the author of "The System Method" first 
discovered zvhat system a science system is, and therein the 
student's process of work and the true method of teaching, 
so far as science, or system, is concerned : — 

1. Learning a thing is. learning the classes to which it 
belongs. 

2. Learning a thing is learning the science system to 
which it belongs. 

The first proposition I have demonstrated over and over 
again. That the second is true, we have the universal testi- 
mony of the learned. Lideed, our authors vie with each 
other as discoverers of system with which to explain the 
multitude of objects to be explained under any system, or 
science. Since, therefore, /is known in the light of the sci- 
ence system of orthography to which it belongs ; and since 
it cannot be known except through a knowledge of its 
classes, it must needs be that knowing, or learning, / by 
means of science system, is to learn it through its classes. 
Therefore, the science system to which / belongs must be a 
system of classes — a system whole of which the classes to 
which / belongs are the parts. All agree that / is learned, 
known, and remembered, when the science system of orthog- 
raphy is learned, known, and remembered. I have shoAvn 
that /is learned, known, and remembered, when its classes, — 
letter, sonant, subvocal, continuant, dental, etc., — are learned, 
known, and remembered. I have proved that we cannot 
even think of / except as belonging to some known class. 
It follows, therefore, that thinking /in system is, or includes, 
thinking / through its classes. It is now evident that the 
science system to which / belongs is a system of classes. 

Similarly, do the scientists agree that, in the sentence 
whole " I go," / is fully known when the science system of 
English grammar is known. And I have shown that / is 
known when its classes, — ivord, fiuidamental, siibstantive, 



44 THE SYSTEM METHOD. 

pronoun, nominative, essejitial, etc., — are known ; so that 
knowing the science system to which / belongs, and know- 
ing the classes to which / belongs, amount to the same 
thing. Hence, learning the science system of / is practi- 
cally learning the classes of /. In this way do we again 
conclude that science system is a system of classes. 

Similarly, still, learning the zoological system to which 
horse belongs is equivalent to learning the classes to which 
horse belongs ; namely, animal, vertebrate, mammal, iingn- 
lata, equidcB, equus, caballus. And so, to become acquainted 
with the classes to which zvhite pine belongs ; namely, plant, 
phenogam, exogen, gymnosperm, cojiifercB, pine-apple, pinus, 
strobus, etc., is to become acquainted with the botanical sys- 
tem to which white pine belongs. 

From such considerations and a practical application, after 
being satisfied that learning a thing is finding its classes, 
the author quickly saw that a science system is a system 
of classes — a system of which the parts are classes of the 
system whole. We have already seen that a science sys- 
tem is a " one or a whole made up of several parts ; " and 
the fact that the parts must be classes furnishes a clue to 
what the whole must be. For of parts that are classes, the 
including whole can be nothing but a higher class ; just as 
of parts that are limbs, or branches, the including whole can 
be nothing but a higher limb, or branch. Thus a system of 
classes is seen to be a branch, or tree, system ; since both 
the class divided and the divisions are classes ; since both 
the including whole and the included parts are alike, each 
being a class. (See the orthographic tree, page 18.) Ob- 
serve that the class letter, when divided, gives classes, sonant 
and aspirate. And so the class sonant, subdivided, gives 
classes, vocal and subvocal. And ever so : class divided and 
subdivided is class branched and sub-branched, making the 
class system a branch system, or tree system ; so that to 
learn a letter by tracing it through its classes — through the 



THE BBANGR SYSTEM. 45 

class system to which it belongs — is to trace it through a 
tree system, the branches of which are the classes to which 
such letter belongs. Tracing a letter through the ortho- 
graphic tree system, shown in page 18, is tracing that letter 
through its classes ; and since tracing a thing through its 
classes is learning it, to learn a particular is to trace it 
through the tree system to which it belongs. Thus it was 
that the author discovered that a science system is a tree 
system. 

Hence the invention of the " Learner's Work-Tree " to 
show luhat system a science system is, and to provide the 
student the true process of work in learning. Mark well 
that tracing a particular through its classes is finding the 
attributes of that particular, which assign it to such classes ; 
so that tracing a particular — say the letter / — through the 
tree system (see page 18), traces / through its classes and 
therein through its attributes. Since the classes letter, 
sonant, subvocal, continuant, dental, are the attributes of /, to 
trace / through those classes as branched into tree system, 
is to unravel, or loose, its attributes, which Sir Wm. Hamil- 
ton, Herbert Spencer, and others declare to be the true 
process of learning. This process of learning by tracing a 
thing through its classes as branched into tree system, is 
learning by true analysis — analysis guided by science-system. 
The following plain truths show that the system whole of 
any branch of learning, is a branch, or tree, system : — 

1. The tree system is the only system in nature in which 
every part taken alone is itself a lesser whole of the same 
features as the including, or great, whole. Every branch 
part of any higher tree-branch whole possesses all the essen- 
tial features of such higher, or including, whole. Any divis- 
ion, or part, of a branch whole is itself a lesser branch whole, 
no less complete than the greater branch whole of which it 
is a part. So that either the branch whole or any of its parts 
is alike branched, or linked, into a branch. Now it is be- 



46 THE SYSTEM METHOD. 

cause every class system {i. e., science system) is just such a 
branch system, — the class whole and each of its class parts 
alike being branches of essentially the same features, — that 
tracing a thing to be learned through its class system [i. e., 
science system), traces that thing through a tree system. 
And it is plain because every science system is such a tree 
system, that the tree system constitutes the only possible 
representative, or map, of such science system. How neces- 
sary to an understanding of the systems of orthography, 
grammar, etymology, botany, etc., how invaluable in all 
study of these branches, is this tree representative of the 
science wholes of these branches, will be shown farther on. 
Suffice it here to say that, in all study of orthography, gram- 
mar, etc., it is as indispensable — not more so, not less so — to 
keep before the eyes and mind the tree-system Avholes of 
these branches, as in the study of the backbone or Iowa 
it is indispensable to keep before eyes and mind the skeleton 
whole or United States map whole. 

2. The tree system whole is the only system in nattire like 
the whole of any branch of learning. This long-sought-for 
demonstration of what the whole of a branch of learning is 
like, see in the trees themselves, pages 18, 25, 26, 27i, and 
494. Do you not there behold the subject of orthography 
in the likeness of a tree .-^ Are not the very branches of the 
tree named by the very names included in the nomenclature 
of orthography .'' If the reader has eyes, does he not there 
see that the subject of orthography, taken as a whole, is so 
like the tree, taken as a whole, that the tree actually repre- 
sents the subject } But if orthography as a whole is pre- 
cisely like a tree as a whole, then orthography cannot be 
like anything different from the tree. Therefore there is 
absolutely nothing except the tree that orthography is like 
— absolutely nothing except the ensemble, or organization, 
of the tree that the ensemble, or organization, of orthography 
is like. Therefore, absolutely nothing except the tree can 



TEE BRANCH SYSTEM. 47 

be a Irue guide in either knowing (that is, constructing, 
organizing, or doing the organization of) orthography, or in 
remembering (reconstructing, or reorganizing) orthography. 
That the ensemble of arithmetic, grammar, botany, and zool- 
ogy, even of all knowing, is like the tree, see for yourself 
on pages 26, 98. Therefore, not only is every branch of 
knowledge like a " tree [a branch] of knowledge," but in all 
learning and in all remembering, that "tree of knowledge" 
alone is the true guide. 

Let the reader undertake to prove to himself that the 
efisevible of orthography, arithmetic, grammar, botany, or 
zoology is like some natural and familiar object different 
from the tree, — say some animal, building, landscape, cloud, 
etc., — and he will bring about such a humility on his own 
part as will enable him heartily to indorse as fact what his 
eyes see on pages 18, 25, 26, and 494 ; namely, that the 
tree is the only familiar object having Bacon's " root in 
nature," to which the ensemble of any knowable branch of 
learning may be compared. For instance, compare the 
ensemble of orthography as represented by the orthographic 
tree, page 18, to an elephant. What organ, or limb, of 
the elephant will represent the tree-trunk letter? Will it be 
the elephant's fore leg, hind leg, ear, tail, or proboscis } By 
the time the reader has determined what organ, or limb, 
represents the tree-trunk letter (see page 18), and then has 
found v/hat the three branch organs, limbs, or parts of that 
trunk letter are which represent the three branches "voiced," 
"whispered," and " aphthongs," I am persuaded that he will 
realize that he has not only a tail, a fore leg, and a proboscis, 
but that he has indeed an "elephant," " on his hands" ! Plainly, 
an elephant cannot represent the ensemble of any subject 
whatever. And, for the same reason, no object known, ex- 
cept the tree, which is itself a "branch," can represent the 
ensemble of any branch of learning. Therefore, the tree, 
which in its ensemble is like the ensemble of any branch of 



48 THE SYSTEM METHOD. 

knowledge, is alone the true guide in learning, and the true 
reminder in remembering, any branch of knowledge. 

But " whatever may be affirmed or denied of the whole 
may be affirmed or denied of every part contained by the 
whole," is a principle of psychology disputed by the judg- 
ment of no man. Since, therefore, the only possible guide 
in learning and remembering the ensemble, or whole, of a 
subject, is the tree, that tree is likewise the only possible 
guide in learning and rem.embering any part or branch of 
such subject. The reader will be able to see plainly this 
truth for himself by referring to any one of the tree cuts, 
say that of orthography. Take, for example, the branch 
siibvocals, including w, y, ng, r, zh, z, th, n, 1, v, m, g, j, d, 
and b. Now, to understand these sounds as subvocals is to 
understand them (1.) as being voiced, or intonated, sounds, 
(2.) as not being whispered sounds, (3.) as not being aph- 
thongs, and finally, (4.) as being obstructed voiced sounds as 
distinguished from unobstructed voiced sounds, i. e., vocals. 
But thus to understand the subvocals is to understand them 
as a branch of the tree of orthography. Since, therefore, we 
can fully understand subvocals only as a branch of the ensemble 
of orthography, as represented by that which contains the 
brancJi, namely, the tree; and since we cannot remember 
what we do not understand, we can fully remember subvocals, 
therefore, only as a branch of the orthographic tree — only 
through such tree as guide and means. 

3. The tree system is the only familiar system in nature 
having an indefinite number of parts. (Refer to the cut on 
p. 26.) Now, I assume that the reader knows, what is no- 
where denied, and what I have repeatedly proven, (1.) that 
every known thing is known in the Hght of its organized 
classes (see pp. 23, 24, 27, 28); (2.) that anything is 
perfectly known when, but not till, identified with all the 
organized, or known, classes to which all its attributes, or 
class-marks, assign it (see pp. 30, 31, 43, M, 49) ; (3.) that 



THE BBANGE SYSTEM. 49 

everything not known to us in the light of some class, is to 
us a non-existence, a nothing. (See proof of this third 
proposition on pp. 36, 40). Take Ha// of the cut, p. 26 ; 
and now to the proof: — 

Hall is to us scientifically known as belonging (a) in the 
class being, or thing ; (b) in the class orga7tic, as opposed to 
(1) inorganic ; (c) in aniina/s, as opposed to (2) plants ; 
(d) vertebrates, as opposed to (3) articulates, (4) mollusks, 
(5) radiates, (6) protozoans ; (e) mamma/s, as opposed to 
(Y) reptiles, (8) birds, (9) fishes ; (f) man, as opposed to (10) 
hoofed animals, (11) monkeys, (12) flesh-eaters, (13) plant- 
eaters, (14) whales, (15) bats, (16) insect-eaters, (lY) gnaw- 
ers, (18) edentates, (19) marsupials, (20) duck-bills, (21) 
etc. ; (g) Caucasian, as opposed to (22) American, (23) Mon- 
golian, (24) Ethiopian, (25) Malay ; (h) Indo-European, as 
opposed to (26) Semitic, (27) Hamitic ; (i) Germanic, as 
opposed to (28) Romanic, (29) Celtic, (30) Slavonic, (31) 
Brahmanic, (32) Iranic ; (j) Eng/ish, as opposed to (33) 
German, (34) Swede, (35) Norwegian, (36) Dutch, (3T) 
Fleming, (38) Dane. Thus, to perfectly understand Hall is 
to see him at least in (a to j=)10+38=48 organized classes, 
not to 'speak of a multitude of other classes — as, honest or 
dishonest, niortai or imniorta/, earnest or trifling, active or 
s/othfu/, etc., etc., — entering into every comprehending, or 
knowing, conception of Hall. 

But, to be charitable with the objector who cannot yet 
see the plain fact that the tree alone is the guide in all know- 
ing or learning, and in all remembering, grant that Ha// is 
perfectly understood when viewed in relation to 48 organ- 
ized classes only. Let the reader now ask himself what 
natural object there is in the knowable universe, except the 
tree, that has even the 48 branches, or limbs, by means of 
which these 48 classes can be associated together as mutu- 
ally dependent parts of one great whole. What object be- 
sides the tree can have 48 successively subordinated branches } 
4 



50 THE SYSTEM METHOD. 

There may be some curious unknown worm or sea-dragon 
with just 48 legs. But who has heard of even an unknown 
sea-dragon whose legs branch out of each other! as does the 
twig out of its limb, twig and its limb out of a higher limb, 
twig, its limb, and their higher limb out of a still higher limb, 
and so on as in the tree, which does (as shown on page 26) 
so branch and re-branch indefinitely as to show the exact 
likeness of either these 48 branching and re-branching 
classes or any other indefinite number of classes ? The tree 
is the only familiar branching thing in the natural universe 
that has an indefinite number of branches, limbs, or organs. 
Therefore, the tree is the only familiar object in the natural 
universe that will represent, or constitute a map of, the parts 
of any branch of learning as organized, or associated, in one 
whole. And who will deny that zuJiat is the ONLY POSSIBLE 
MAP of any branch of learning, is not, FOR THAT REASON, 
the only possible guide in learning or remembering that 
branch of learning ? Were there in existence only one map 
to guide the learner in the study of these United States, but 
that were perfect, what fool is it that would deny that single 
map, or guide, to be the only map, or guide, in learning and 
remembering the topography of these United States.'' What 
great educator ( ! ), then, will be the first, after the publica- 
tion of the discovery of the tree as the only possible guide^ 
or map, in learning and remembering any branch of learning, 
to denounce the discoverer as a dangerous latitudinarian, 
seceder, or Latter-day Saint .'' 

Who, then, is unable to see that the long-sought-for 
guide in learning and remembering is that which alone, of 
all nature's products, has an indefinite number of branches, 
the tree " of knowledge " .-* Upon him it devolves to show 
that there exists some other object, not only a natural (visi- 
ble and tangible) product, but an oh]&ct fa^ni liar to mankind, 
that has an indefinite number of organized branches. When- 
ever such objector to the organized tree, the true test and 



THE BRANCH SYSTEM. 51 

guide of all organized knowledge and knowing, shall have 
accomplished his task, he will have proved that there exists 
a natural object familiar to us all, — say a c/ncken, for instance, 
— having an indefinite number of branches or limbs ! — a 
biped familiar to us all, hatched without any definite, but 
always with an indefinite, number of legs ! Equivalent to 
the objector's wisdom is the learning of him who should 
declare that a biped is a five-footed animal without any 
definite number of feet ! And I challenge any philosopher, 
American or European, to write a single page against the 
Creator's tree "of knowledge," as the only true guide in all 
knowing and remembering, without committing himself to 
some just such indefinite, and therefore infinite absurdity. 

I have now established beyond any possibility of error, 
the grand elementary, science-system-revealing truth that 
all things are created in branch classes, and that, for this 
reason, the act of knowing is an act branching particular 
into class. Knowing or learning or thinking is branching. 
Knowing is copying the Creator's branch-system organism 
of truth, of which the tree is the sensible type ; and it is as 
necessary to him who would learn to know, that he see 
clearly the organism guide, as it is necessary to him who 
would learn to write, that he see clearly his written spec- 
imen, or guide. The specimen is guide to the writer ; the 
organism is guide to the knower, organizer. Have I not 
proved that knowing is branching — branching particular 
through its classes in the form of tree-system branches ? Are 
not any one of the many proofs already given so solid as, 
like the solid earth, to furnish ample footing for all men to 
believe ^ Have I not proved, if knowing, thinking, etc., are 
not branching particular through known class, that a thing- 
is nothing? But if knowing is branching, what is branching 
but copying or imitating or doing the branch, just as writing 
is copying, imitating, or doing, the written copy .'' 

" But if perfect method requires us to follow nature's 



52 THE SYSTEM METHOD. 

tree-system organism as guide, the schools are in a sadly 
defective condition," exclaims the reader ; " for neither Aris- 
totle, nor Montaigne, nor Comenius, nor Locke, nor Bacon, 
nor Rousseau, nor Pestalozzi, nor Jacotot, nor Spencer, nor 
Mann, nor any on this planet, has ever shown us what such 
science-system, or working-process, organism guide is — not 
even in those 'common branches,' a fair knowledge of which 
they hold as necessary to ordinary intelligence in the affairs 
of life." In such conclusion agree all the educators men- 
tioned. 

" A great part of the learning now in fashion, ... a 
gentleman may be unfurnished with, without any disparage- 
ment to himself or prejudice to his affairs." — Locke. 

" We learn, not to live, but to dispute ; and our education 
fits us rather for the university than for the world." — Id. 

" Schools have failed ; and instead of teaching the foun- 
dations, relations, and intentions of all the most important 
things, they have neglected even the mother tongue, and 
confined the teaching to Latin ; and yet that has been so 
badly taught, and so much time has been wasted over 
grammar, rules, and dictionaries, that from ten to twenty 
years are spent in acquiring as much knowledge of Latin as 
is speedily acquired of any modern tongue." — Comenius, as 
quoted from. " Educational Reformer sT 

" Take the road directly opposite to that which is in use, 
and you will almost always do right." — Rousseau. 

"We [school-teachers] only toil and labor to stuff the 
memory, and in the meantime leave the conscience and the 
understanding unfurnished and void. And as birds who fly 
abroad to forage for grain, bring it home in their beaks 
without tasting it themselves, to feed their young, so our 
pedants go picking knowledge here and there out of several 
authors, and hold it at their tongue's end only to spit it out 
and distribute it amongst their pupils." — Montaigne. 

" Yet it is the custom of school-masters to be eternally 



EDUCATION DEFECTIVE. 53 

thundering in their pupils' ears, as if they were pouring into 
a funnel, whilst the pupils' business is only to repeat what 
the others have said before." — Id. 

And similarly the others. Bacon pointed out why phi- 
losophy and education were so unfruitful in his time, by 
saying that they had lost their " root in nature." But he 
does not tell us definitely what that root in nature is. So M. 
Marcel says the "method of nature" is the archetype of all 
methods. But what is the "method of nature".? What 
definite guide is there by which to proceed when following 
the " method of nature " .'' for until we know some guide 
definite showing us what this " method of nature " is, such 
very valuable( .'') "method of nature" must remain to us 
practically a valueless method. M. Marcel gives no hint 
what the guide is in proceeding by this " method of nature." 
Mr. Spencer, too, has found that all improvement is in con- 
formity to the " methods of nature." But " methods " should 
have been put in the singular, method ; possibly, diversified 
method. Now, what this " root in nature " and "method of 
nature" is, the author has discovered in the tree-system and 
working-process organism or guide — the Creator's device, 
not man's. Knowing is a branching, or organiziitg, act — an 
act branching particular to be learned through the science- 
class, or class-branch, tree. Knowledge is not store in mind, 
but exclusively skill in the branching, or systematizing act. 
And there is as much difference between stored-in-mind 
knowledge and skill-in-branching knowledge as between a 
man who could tell weight, size, and pedigree of every fish 
in the sea, and yet be outmanned by a minnow, and a man 
who could organize a successful scheme for catching and 
overpowering sea-dragons. Man's superiority over other 
creatures lies in his branching, or organizing, power. 

This opportunity ought not to be neglected to say that 
until educators shall turn their eyes away from that selfish 
Ego of psychology, and know by what is knowing, — imitating 



54 THE SYSTEM METHOD 

the Organizer's organized, or branched, copy, — that is, until 
men get their minds off from self and on the organisms of 
nature, both education and liberty must despair of triumph. 
"Be not wise in thine own eyes." " Wisdom is a tree [not 
yours, but the Tree-Maker's] of life." Man is at best an 
imitator, not a resolver or reader. The best imitator is he 
who, because most forgetful of self, is most worshipful of his 
copy. A man can write well only when he forgets what 
curves he makes. 

We Learn the Branching, or Organizing, Act only by 
Doing It. — Every act is to be learned by doing that act. 
Mankind have ever practiced this truth in the daily activities 
of every individual ; nor has there ever been any theoretical 
contention or disagreement about its truthfulness. To some, 
the necessity of vital doing has seemed plainer than to 
others, as we shall presently see. Withal, every babe has 
learned the act of talking by talking , the act of walking by 
walking ; printing by printing ; writing by writing ; running 
by running ; sewing by sewing , swimming by swimming 
Of practical activities learned only by doing, I might copy 
from our census by the page. It is a proverb old as the 
years, that we cannot be certain that we know how to do an 
act till we have done it That learning is a mental act, and 
that every act is to be learned by doing that act, is realized 
by all, by pupil as well as by teacher The great question 
m educational matters is not the simple inquiry whether we 
learn to talk by talking, to write by writing, to do by doing, 
but, What is to be done .? All agree that, in order to learn, 
we are to do something; the question is, just what } Just 
what shall we do to learn orthography } Just what shall we 
do to learn arithmetic.'' geography.? grammar.'' history.? 
physiology .? To suppose that we are to go through the 
mental activities required of us in learning, without doing 
these activities, is to suppose we can go through an activity 
without going through it ! All this ado about " learning to 



LEARNING BY DOING. 55 

do by doing," savors immensely of the wisdom of the doctrine 
that doing is doing, learning is learning, your nose is your 
nose ! 

That we learn "to do by doing" is not only universally 
accepted and understood, but is likewise universally prac- 
ticed; Who has learned to walk without walking, to work 
without working, to cipher without ciphering, to learn zvith- 
out learning ? It would seem that some modern boasters 
will yet seriously undertake to prove that heretofore man- 
kind have learned to do without doing ! learned to see with 
their eyes shut ! The educational problem is now what it 
ever has been and what it will always be, not whether we 
learn to do by doing, but what and how is it that we are to 
do? In zu hat does such ^' doifig'' consist? What, precisely 
what, are we to do in order to know, or get solid knowledge 
of, arithmetic or this or that branch ? And let no reader fail 
to grasp the nature of the question to be answered ; it is 
simply. What is getting knowledge ? that is to say, What is 
knowing ? 

A root, or subjective, answer to this question of questions 
can be given by Him alone who is the Root, the great I AM. 
An objective, or branch, answer only may be attempted by 
men, of whom it is said, "Ye are the branches." So long as 
mankind are men, they will be able to give an objective rep- 
resentation only of what knowing, or learning is. We shall 
never understand psychologically. Such objective represen- 
tation of knowing will be found in the science-system organ- 
ism, the Creator's tree-of-knowledge organism ; and it will 
be found nowhere else. This candle the author has lighted, 
not, he trusts, to be seen of men, but that "it may give light 
to all that are in the house." 

Knowing is branching particular through its class system, 
— branching, because every class system is a branch system. 
Knowing, or learning, orthography is branching letter through 
its classes as branched, or organized, together in the branch, 



56 THE SYSTEM METHOD. 

or tree, system ; in other words, knowing, or learning, is 
putting the tree-system tmity into the disorganized, and 
therefore multitudinous, units of any science. Learning 
orthography is bringing the multitudinous letters out of 
their disorganized, or unknown, state, and branching, or 
organizing, them into the branch-system, that is, the class- 
system, unity of the tree. "All knowledge is the gatheidng 
up into one" — Plato. " Leibnitz, Kant, Plotinus, and Aris- 
totle have defined knowledge by the representatio7i of miilti- 
tude in [or by] unity T — Sir Wm. HamiltoJi. 

Emerson: "The man may teach by doing, and not other- 
wise." 

By doing what .-' — Evidently what the pupil does in learn- 
ing to know, in getting knowledge ; because the true and 
natural way of teaching every act is, as mankind agree, by 
doing that act before the eyes of the learner, and then having 
him do it. The natural way to teach sewing is to do sewing 
before the eyes of the learner, that your act may be a guide 
to the learner in repeating the act, as mankind have ever 
done. The natural way of teaching writing is to do writing 
before the eyes of the learner, and then have the learner 
repeat the act. And ever so. But the reader will note that 
while the subtle Emerson perceives plainly that all knowing 
is doing, he falls infinitely short of the discovery that all 
knowing is organizing — that the act of knowing is an organ- 
izing, or, to coin a word, an " organisming" act. He says, 
virtually. The man may teach the knowing act by doing it 
before the pupil, and not otherwise ; because every act is to 
be taught by doing it ; because such knowing act is itself an 
act ever to be done ; as if we should declare that a man may 
teach the act of writing by doing it before his pupils, and 
not otherwise — not by directing those pupils to read about 
the act, or otherwise ; because such writing act is an act ever 
to be done, not to be read about merely, — not, necessarily, to 
be read about at all. 



LEARNING BY DOING. 5Y 

Comenius: "Things that have to be done should be 
learned by doing them." 

What Emerson perceives above, — that all things to be 
learned are merely acts, and, for that reason, evidently to be 
learned, or known, only by doing them, — Comenius seems 
not to see. " Things that have to be done," says he, " should 
be learned by doing them ;" as if there were some things to 
be learned that might be learned without doing them ! But 
learning, or what is the same thing, the act of knowing 
repeated, is itself an act, and, like all other acts, is to be 
done. This fact all men understand. No man holds that 
we may become skilled, or learned, in any act by contem- 
plating merely, or merely reading about, such act. All men 
agree that we become skilled in any act by doing that act, 
" and not otherwise." 

Again : " Learning should come to children as swimming 
to fish, flying to birds, running to animals ; " that is to say, 
learning comes to children by their doing the learning. The 
testimony is again, Learning is doing something. But the 
problem is and has ever been, doing what } Learning is 
doing precisely how and what } 

Froebel: *' We learn through doing." Froebel seems to 
have comprehended that all learning is by doing ; not, indeed, 
that he tells us what we are to do. On the contrary, Froebel 
nowhere informs us what this doing is like ; nor has any 
author, ancient or modern, given us this essential informa- 
tion. Had Froebel declared that we learn through brafichiiig 
things through the braitcJi, or science-class, system, thus dis- 
covering to us the tree organism as the prerequisite, or guide, 
to all organized, or real, knowledge, we should have known 
just what to do. And, accordingly, long ago we should have 
hung class-branched maps of every common and nearly 
every so-called higher branch of learning on the walls ol 
every school-house in teachable countries ; nor would deris- 
ion have neglected to put to shame every text-book maker 



58 THE SYSTEM METHOD. 

not guided by this organic prerequisite. By this natural 
guide on the school-house walls and in all school text-books, 
both the disorganized, or system-lacking, learning and the 
almost disorganized limbs of many school children might 
have been, the one system-learned and therefore an invalua- 
ble means to " complete living," the other filled with that red 
blood which alone, through such invaluable means, should 
have been competent to make this life a success and a joy. 

Spencer: " Rule teaching is now condemned as imparting 
a merely empirical knowledge — as producing an appearance 
of understanding without the reality. To give the net prod- 
uct of inquiry without the inquiry [or doing] that leads to it, 
is found to be both enervating and inefficient. General truths, 
to be of due and permanent use, must be earned [by doing]!' 

Paraphrased, the language of this witness would be : Rule 
teaching is now generally condemned by good teachers as 
giving by rote the net product of the author's inquiry, or do- 
ing, without leading the pupil himself to do the inquiring. 
In other words. Rule teaching is condemned because rules 
are simply the author's conclusion ready-made ; and to have 
the pupil take the ready-made conclusion of another, and 
not himself do the work which leads to the conclusion, is 
weakening to the mind, not strengthening ; or again, in 
Mr. Spencer's own words, it is "producing an appearance of 
understanding without the reality." From all of which it is 
apparent that Mr. Spencer holds every attempt at learning 
without doing to be vain, even "weakening." 

Again : " Children should be led to make their own in- 
vestigations, and to draw their own inferences. They should 
be told as little as possible, and induced to discover [them- 
selves to do] as much as possible." 

Pay7te: "To tell the child what he can learn [or do] for 
himself, is to neutralize his efforts, ... to defeat, in short, 
all the ends of true education." 

Rousseau: "The pupil is not to know anything because 



LEARNING BY DOING. 69 

you have told it to him, but because he has himself compre- 
hended it " [because he himself has do7ze the knowing, or com 
prehending, act]. 

Paraphrased and cleared of mist, this quotation would be 
substantially thus : The pupil learns the act of knowing nei- 
ther by the teacher's nor the book's telli7ig him, but by his 
doing the act of knowing the thing 

Having in mind and believing what another — an author, 
say — says, as, for instance, having in mind definitions, rules, 
formulas, or tables, — having such things in mind and believ- 
ing them is not, necessarily, true or real knowing. Any defi- 
nition or rule or table or formula gotten into mind by one 
who, in getting it in mind, has not done the work leading up 
to such definition or rule or table or formula, is as worthless 
as a definition of whistling gotten in mind by one who, in 
getting it in mind, has not done the work leading up to 
whistling ! And what is that skill in whistling worth which 
is obtained by getting definitions of whistling .? 

Reductio ad ABSURDUM. — It is an adage, old as the mis- 
takes and successes of men, that an act is skillfully learned 
only by doing it. The educational, or knowledge, question, 
I repeat again, is not whether we learn an act by doing that 
act, but what kind of an act is the knowledge-getting act } 
We know what walking is. We know what writing is. We 
have not known what knowing, or knozuledge, is. The answer 
to this question is the solution of the difficulty. Walking is 
an act repeatedly extending the feet forward to prevent the 
inclined body from falling on the face. Writing is an act 
copying, or reproducing, known curves with the pen. Know- 
ing, or getting knowledge, is — ^just what and hozu ? That is 
the question of education, psychology, and logic. Toward 
one thing every educational advance goes — toward the con- 
clusion that true knowledge is absolutely nothing except 
true knowing, which is an act. True knowledge is absolutely 
nothing except the power of now doing and hereafter re- 



60 THE SYSTEM METHOD. 

peating an act — the knowing act ; just as true walking is ab- 
solutely nothing except the power of now doing and here- 
after repeating the walking act ; or as true writing is abso- 
lutely nothing except the power of now doing and hereafter 
repeating the writing act. " Education is the generation of 
power," said Pestalozzi. But we are yet unwilling to wake 
up our sleepy brains to this truth. If I put knozvledge and 
walking and talking in one class, and label them alike, " do- 
ing power," our shocked brains sleepily reply, " What ! 
knowledge is not the same sort of thing as walking ! " 
" Yes, sir," replies true Knowing humbly. " Knowledge, 
walking, talking, writing, reading, seeing, hearing, sewing, 
all doing, are as like as twin sisters ; are as veritably twins 
as are writing and reading, or seeing and hearing, or any 
other two like acts." '" My stars ! " put in the nonchalant 
school-boys throughout these States ; " our teachers make 
as much difference between knowledge and walking or do- 
ing as between a quadruped and Grover Cleveland ; for 
every month they examine us by questions to see whether 
our knowledge is good : and how could they tell by ques- 
tions whether our walking is good.?" "And, worst of all," 
continue the judicious heads of the land, "in this indecent 
way of testing the pupil's knowledge, such true and good 
knowledge as alone can do, is at discount ; for usually in 
these examinations, the more of an author's doing and the 
less of the pupil's own doing, the better the pupil's grade or 
so-called knowledge standing." I have myself often known 
examiners to require applicants to quote an author ! And in 
country and village schools, quoting either the words or the 
substance is quite prevalent. 

A Stupid Question. — Now if that stupid inquiry arise 
whether a pupil may understand who has not been required 
to get the author's definitions, rules, formulas, or other con- 
clusions ; or if an applicant for teacher's license or school 
standing or admission to any college, be required to quote 



QUOTING NOT DOING. 61 

either the words or the substance of authors, let answer be 
made thus : If through any lack of perception, or perverse 
education, I should ask you whether your finger nails are 
spherical or cubical, honest or dishonest, you would reply 
that I am ignorant of the nature of my question — ignorant 
of finger nails. And so here, you know not the nature of 
your question. The difficulties of this world are exclusively 
difficulties of doing, i. e., working. These difficulties, or this 
work, the Creator put upon us when he said, " In the szveat 
of thy brow thou shalt eat bread ; " " Cursed is the ground 
for thy sake." Now, ever since the Creator's six days with 
this earth, people have aped the same Creator, and adopted 
this cardinal doctrine, that the very best thing " for their 
sakes " is to be well up in this doing, or " sweating of the 
brow," or working, as it may be called. And so all men and 
all schools, whether completely wise or less so, have stood 
by the Creator in this business ; and to this day all schools 
vie with each other both in deed and in loud advertising, to 
convince the people, each one, that it is pre-eminently suc- 
cessful in doing this great doing (work) of doing the aid 
needful to teachers in doing this work (doing) whicK the 
Creator put on their shoulders to do. 

I would further inform this not-doing inquirer or exam- 
iner, so opposed to this exclusively doing business of the 
Creator, that these same doing schools, when they follow 
either their own doing example of life-doing or that of the 
doing Creator, test all pupils' power of doing the act of know- 
ing by doing processes (or doings) alone. And if by this 
time this not-doing inquirer or examiner has not detected 
that all the doing of this life consists in doing (and that 
therefore he has no right to demand that I ape the parrot in 
quoting, or giving, another's conclusion instead of my own), 
and is not able to correct his to-be-answered-by-quoting 
question, I should give him my own conclusion, definition, 
rule, or formula for something which he has not learned by 



62 THE SYSTEM METHOD. 

doing, — say whistling or singing or violin-playing, — and then 
demand of him to do such whistling or singing or violin-play- 
ing by means of the definition, rule, formula, or conclusion 
which I gave for the act. In this way, it is not difficult to 
bring about such a degree of humility as Avill render even a 
county examiner tolerant of opinions that conflict v/ith those 
of the text-book which he has "gotten" so "thoroughly." 

Or, if the examiner is a great geologist, quote Lord 
Lyell's so-called "incontestable evidence" that the world 
was 20,000,000,000,000 years in its formation. But if he is 
a Biblist, quote the six-day record, and don't fail to get in 
the fact that " in the space of 170 years the lower Mississippi 
has shortened itself just 242 miles " by the geologic story. 
And that since this is just a trifle over one and one-third miles 
a year, therefore, any person who is not blind or idiotic, can 
see that in the Old Oolitic Silurian period, just a million 
years ago next November, the lower Mississippi was upward 
of 1,300,000 miles long, and stuck out over the Gulf of 
Mexico like a fishing-rod ! 

Or, if the examiner is a great comparative anatomist, 
quote Prof. Marsh's discovery of land animals of 100 ft. in 
length just at the time when learned anatomists of Europe had 
demonstrated that no land animal could exist larger than an 
elephant. Or, if the examiner is great on transcendentalism, 
quote Joseph Cook on immortality thus : A northern bird 
instinctively desires a south or warmer region ; therefore, 
there is a south, and the bird has got it. And so man 
instinctively desires immortality ; therefore, there is an im- 
mortality, and man has got it. And not to be too hurried 
when in the wonders of deductive philosophy : an unmarried 
man has an instinctive desire for a wife ; therefore, there is a 
wife, and an unmarried man has got one. 

Be careful to ascertain what text-book your examiner 
was educated in. If he is an Olney man in arithmetic, then 
quote : " The design should be to familiarize the student with 



QUOTING NOT DOING. 63 

the use of formulas, without which nothing can be done in 
mathematics beyond the mere elements of arithmetic." But if 
he is a stickler for Wentworth, you will quote thus : " The 
object should be to teach the pupil 'to learn by doing,' not 
by memorizing [or becoming familiar with] rules " or formulas. 
Or, if the examiner talk of the depths of natural science, 
and you know he is indifferent about the author quoted, only 
that you agree with him in an atheistic philosophy, you may 
quote what I here fix up for you : Since, when we have found 
all the classes in which animals and plants are made in 
nature, we fully know or understand those animals and 
plants ; since as soon as we have taken off the cloak, all 
animals are seen to be made in classes, as vertebrates, 
moUusks ; mammals, birds ; flesh-eaters, monkeys ; lions, 
weasels ; etc. ; since it is an utter impossibility for us thus as 
perfectly and exhaustively to classify them as they are in 
nature classified, except we have some knowledge, or under- 
standing, of them ; since it is impossible and absurd to con- 
ceive of one's thus perfectly classifying millions of animals 
except that one know, understand, or have intelligence of 
them ; therefore, evidently ( ! ) that which did so classify 
them in nature had no knowledge or understanding or 
intelligence of them ! It is as plain as daylight that that 
which did thus classify them knew and understood them. 
Since that which classified them was a knowing Power, 
therefore they were classified by the unknowing power of 
law or chance ; and since a knowing God alone could have 
classified them, therefore they were classified by an unknow- 
ing law or by chance ; and since these organized classes 
could not now exist unless heretofore created by a knowing 
God, therefore God has no existence ! 

If by such considerations, the examiner cannot be made to 
realize that quoting either letter or "substance" of books is 
proving one's skill in doing somethinghy doing nothing; and 
if examiner perceive not also that quoting books, while 



64 THE SYSTEM METHOD. 

books are, as yet, almost destitute of science system, and 
therefore destitute of consistent truths, is to be discouraged 
and disallowed, not encouraged ; finally, if examiner cannot 
perceive that it is impossible for me to give evidence of my 
skill or fitness to do, where knowing or instructing is the 
work to be done, by quoting, I should magnanimously refuse 
to accept a certificate at his hands, or to teach under his 
supervision. 

The Educational Guide a Natural Product.— I have 
now established by incontestable evidence the fact that 
learning, or knowing, is branching. It was shown that, if 
knowing is not a mental branching process, and therefore a 
process building a branch-system organism, a thing is not a 
thing — something is nothing ! Reader, let astonishment 
seize you as it may, the great educational problem is solved. 
Knowing, learning, and thinking are branching, limbing, or 
organizing. Remembering is re-branching, re-limbing, or re- 
organizing. Knowledge and memory are skill in branching 
and re-branching. Education, the world over and the ages 
through, has been an enigma, a repeated charade uncon- 
sciously played by great and little philosopher on the word 
science-tree, or "tree of knowledge." Each philosopher has 
played the same science-tree over and over again, repeating 
both himself and his predecessors only because he could not 
do otherwise -because every human thought and act is 
guided by the wires of the truth as exampled in the branched 
system, the "tree of knowledge." Not detecting, as we play, 
that our every thought, and therefore our every act, is guided 
or "jerked by the unseen wires," we have not till this day 
discovered what such guide is like. Not knowing what such 
guide must be like, we have hardly dreamed that the Creator 
actually holds it everywhere before our eyes, in the natural 
and world-over-distributed tree organism. 

Next, a way-side deduction. All agree that what is 
wanted in educational doing is an intelligible guide. It is a 



THE LACKING GUIDE. 65 

learner's guide, that all real or would-be educational reform- 
ers have labored to discover or invent. Now mark what it 
is that lacks such help— what it is to which this lacking gmdc 
is to be supplied. It is the hitman mind. Now let us inquire, 
and sagaciously consider the answer, Is the human mind a 
created or an uncreated thing.'' Scientist and Biblist agree 
that it is a created thing. But did the Creator make the 
mind lacking something (you say it lacks a learner's guide) .? 
— No, sir. Here, too, scientist and Biblist agree that all 
things are created perfect in their respective spheres. Do 
you not, then, perceive that, if all things are created perfect, 
and it takes both mind and guide to make a perfect whole, 
or created thing, — do you not perceive that the guide itself 
must be a created thing } — Yes, sir. If the learning mind is 
at an inconvenience without the proper guide, as the learned 
agree, it is as plain that He who made the mind made also 
the guide, as it is plain that He who made the arm made also 
the fingers, without which the arm must be at an inconven- 
ience. But is it not plain that, if all things are created per- 
fect, and the mind lacks a guide, as all agree. He who made 
the mind made also the guide, without which the mind is 
lacking or imperfect .'' That is as plain, sir, as that it takes 
all the parts to make the perfect whole. Since, then, mind 
and guide are complemental parts of which complete and 
well-regulated living are the whole, where shall we expect 
to find the guide } inside the other part, the mind, or outside 
of it.? Why, you do not suppose I would expect to find one 
part inside of another part, with which it is taken to form a 
perfect whole ! I would expect, sir, to find the guide out- 
side of the mind. What, then, is your conclusion in regard 
to the wisdom of all the psychological attempts of teachers 
to find this unknown guide inside of the mind of growing 
babes and children 1 I think, sir, such psychological work is 
very unreasonable. 

Through such considerations as the above, whether sound 
5 



66 THE 8TSTE3£ METHOD. 

or unsound, the author came to the conclusion that this lack- 
ing something — lacking guide — must be sought outside the 
mind. Further, it must be some natural and corporeal prod- 
uct ; for no incorporeal thing, as magnetism, odor, sound, 
or electricity, can be seen, mapped, and icsed as such guide. 
Such guide could be no mental phenomenon for the same 
reason ; namely, that no mental phenomenon can be seen, 
mapped, and used as such guide. Absolutely nothing except 
a natural product can be seen, mapped, and so used and 
agreed upon. Absolutely nothing, therefore, except some 
natural product, could form such lacking guide. Thus it ap- 
pears that this invaluable guide, lacking to learner's mind 
and looked for by educators everywhere, must be a natural 
product. Such inferences as this, pointing toward the tree 
as the representative of the class system of any science, are 
cumulative. But it has already been shown that learning, 
knowing, or thinking, is bra^iching ; and the only possible 
guide in branching is that whose parts are all branches. Let 
it next be shown that the tree is guide, not only in all knoAv- 
ing, but also in all re-knowing, or remembering. 

The Long-Sought-for Gnide in Remembering is the 
Tree-System Whole. — Psychologist, teacher, and learner, 
and men generally, agree that we do not and cannot re-walk 
till we have first walked ; that we cannot rewrite till we have 
first written ; that we cannot re-know, or remember, till we 
have first known, or, to coin a word, " membered." All agree, 
likewise, that when we have talked perfectly, we shall be 
able to re-talk ; that when we have written perfectly, we 
shall be able to rewrite ; that when we have known per- 
fectly, we shall be able to re-know, or remember. Now, it 
has been shown that the guide in knowing, or branching, is 
the branched system, the tree, nature's only tangible repre- 
sentative of a class system. I need not, therefore, write a 
word more to demonstrate, or put beyond all controversy, 
the almost matchless truth that, in re-knowing, or reniem- 



ANALOGICAL PROOF. Q^ 

beri?ig, the guide is still the tree system. If, to the first act 
of knowing-, or branching, the tree organism is the only per- 
fect guide, who will dispute that in remembering, that is, a 
subsequent act of knowing, or branching, the same tree or- 
ganism is not the only perfect guide ? And observe that the 
tree is a natural product, which alone, as Thave just shown, 
could be made use of as such guide. 

That the tree is the true educational guide, nature's only 
index to the act of knowing, the following considerations, 
and their kind, will, to the thinking mind, plainly show : — 

First Proof: By no other knowing guide can we see at 
all, but by the tree, or branched, guide we can see as plainly 
as human perception is able to see, what the act and re- 
sult of knowing, or branching, orthography is like. The 
act = brandling letters, the result = letters branched into 
the branched system ; that is to say, the act = learning let- 
ters through the orthographic tree, — branching, — and the re- 
sult = all letters known and re-known, or remembered, 
through the tree as the only guide and only means. Now 
let the reader wake all his sagacity of mind to consider the 
mutually corroborating character of the two following truths, 
or theories : — 

Second Proof: 1. By no other zurititig guide can we see 
at all, but by the copy guide we can see as plainly as human 
preception unfettered is able to see, what the act and result 
of writing copies (of writing) is like. The act = writing, or 
copying, copies (of writing), or writings; the result = a 
copy copied, or made, through the copy guide as the only 
guide and means. 

Any thinking and unbiased mind skilled in analogical 
reasoning, and distinguishing between naines and things, will, 
if it strive to force itself either to belief or disbelief in the 
tree, find proof of the guideship of the tree by comparing the 
above with the following : — 

2. By no other learning guide can we see at all, but by 



68 TUE SYSTEM METHOD. 

the branch guide we can see as plainly as human perception 
unfettered is able to see, what the act and result of learning 
''branches" (of learning) is like. The ^.z\.-=^ learning, or 
branching, branches (of learning), or learnings ; the result 
== a branch branched, or made, through the branch guide as 
the only guide and m.eans. 

In order that this analogical proof may appear overt and 
plain, substitute for branch, the truest name of the guide and 
process of learning, the name of any other supposed guide. 
Take the word " elephant," for example, or "animal" or any 
other whatever, except "branch," and the immediate result 
is nonsense. Examine the following : — 

By no other learning guide can we see at all, but by the 
elephant gnide we can see as plainly as human perception 
unfettered is able to see, what the act and result oi learning 
" elephants " (of learning) is like. The act = learning, or 
elephanting, elephants (of learning), or learnings ! the result 
= an elepJiant elephanted, or made, through the elephant 
guide as the only guide and means. 

Third Proof: By no other learning guide can we see at 
all, but by the branch, or grammatical-tree, guide we can 
see as plainly as the unfettered human perception is able to 
see, what the act and result of learning, or branching, 
English grammar is like. The act = branching the words 
through their tree-branch classes; the result = a. familiar 
branched system, or science, of Avords. 

Fourth Proof: By no other learnifig guide can we see at 
all, but by the branch, or botanical-tree, guide we can see as 
plainly as the unfettered human perception is able to see, 
what the act and result of learning, or branching, botany is 
like. The act ^ branching the plants through their tree- 
branch classes ; the result = a familiar branched system, or 
science, of plants. 

Fifth Proof: By no other learning guide can we see at 
all, but by the branch, or zoological-tree, guide we can see 



SIXTH PROOF. 09 

as plainly as the unfettered perception is able to see, what 
the act and result of learning, or branching, zoology is like. 
The act = branching the animals through their tree-branch 
classes ; the result = a familiar branched system, or science, 
of animals. And so on. 

Sixth Proof: All authority, including the common judg- 
ment of mankind, which is ever the highest authority, agree 
that every subject or object is best remembered, as it is best 
known, zji the light of zvhat it is like. But the subject of 
orthography, taken in part or in whole, is like the tree ; and 
it is like nothing unlike the tree. But this is true, likewise, 
of grammar, — English, German, French, Latin, Greek, He- 
brew, Sanscrit, or Universal ; of botany and zoology ; of all 
geographynot unsystematic ; of true notations of logic and 
psychology; of arithmetic and the higher mathematics. Now, 
the tree system is the only system in nature in which every 
part, taken alone, is itself a lesser whole of the same features 
as the including, or complete, whole. Every branch part of 
any higher tree-branch whole possesses all the essential 
features of such higher, or including, whole. Every division, 
or part, of a branch, or tree, whole is itself a lesser branch 
whole no less complete than the greater branch whole of 
which it is a part ; so that branch whole (that is, tree whole) 
and branch part are entirely similar. Now, every science, 
or branch of learning, is a class system ; and every class 
system is a branch system — class divided giving classes, 
just as branch divided gives brandies. It is because every 
science system is a class system, and because class divided 
and subdivided gives classes, precisely as branch divided 
and subdivided gives branches, as in the tree system, that 
every science system is like a branch system, or tree. But 
this has already been established. (See from p. 46 to p. 52.) 

Sevefith Proof: By a careful study of the branched, or 
organized, wholes of orthography, grammar, etymology, bot- 
any, etc., as represented by the tree-system maps given on 



YO THE 8T8TEM METHOD. 

pages 18, 25, 26, 2Y4, 494, 642, the reader will note that all 
the parts of branch of learning and tree alike are branches of 
the unit of study and the tree trunk alike. Mark well — • 

1. That in orthography the unit of study is the letter, 

2. That in grammar the unit of study is the word. 

3. That in etymology the unit of study is the etymon. 

4. That in zoology the unit of study is the animal. 

5. That in botany the unit of study is the plant. 

Mark now, especially,, that when we put such system 
unit (or unit of study) for the trunk of the tree, all the parts 
of the tree are represented in the parts of the subject ; and, 
vice versa., all the subject parts, or branches, are repre- 
sented by the tree parts, or branches, thus showing that 
the tree-system fits every "branch of learning" just as the 
thing molded fits the mold. Mark again, that there is no 
known object in the natural world whose parts are visi- 
bly all branches. Take, for example, the human system, 
and suppose the unit of study to be represented by the trunk. 
Now, grant for fairness' sake — what is not true — that legs 
and arms may fairly be considered as branches of the trunk ; 
but what about the head } In order that man shall become 
a guide, or means, in learning and remembering any branch 
of learning, all man's parts lying outside of the body trunk, 
must be branches of that body trunk ; but is the head a 
branch of the trunk.? — Not a whit more than the trunk is a 
branch of the head. All anatomists agree that neither head 
nor trunk is to be considered as branch, but that either is a 
division merely of that whole by them called the skeleton. 

Try, then, any other object whatever, say a building. Of 
any building, who will find, who has ever yet found, either 
body or branches .'' He who finds in any building what is 
body and branch, will in reality therein find that such build- 
ing is the product, not of man's, but of the Creator's hands. 
And so, though we may "try, try again," we shall find no 
possible guide in learning and remembering except the ex- 



PART AND WHOLE COMPARED. 71 

clusively branched and sub-branched system called by rea- 
son thereof, in the inspired record, the "tree of knowledge ;" 
because there exists nowhere any other object whose parts 
are all branches and sub-branches of essentially the same 
features as the including whole. 

Eighth Proof: By still another examination of the 
branched, or organized, wholes of orthography, grammar, 
etymology, botany, etc., the reader will still further observe 
that not only the unit of study in each subject — letter, word, 
etymon, plant, as it may be — branches, but that each of these 
first branches is sub-branched, each sub-branch again sub- 
branching, and so on, the extraordinarily simple subject of 
orthography extending, at the least scientific count, through 
five successively subordinated branches. Therefore, since ev- 
ery subject of study comprehending a sufficient territory, or 
number of sub-branching limbs, or parts, to render it worthy 
the title of " branch of learning, " is a branch system, and 
since every important branch of learning contains branch 
and sub-branch several times subordinated, whatever natu- 
ral object is taken as guide, map, or representative of such 
subject, must itself have trunk, branches, sub-branches, and 
subordinate sub-branches. Since the tree is the only known 
object of such characteristics, the tree, and the tree alone, is 
the guide in learning and remembering every such important 
branch of learning. 

Ninth Proof: Let the four following propositions be 
demonstrated, that thereby it may be still again proven that 
the class-branch, or tree-system, organism is the true guide 
and instrument in all remembering, just as it is the only 
guide and tool in learning and knowing : — 

1. All things in classes are in branches — parts of a tree- 
system organism. 

2. All knowable things are in classes. 

3. All rememberable things are known things. 

4. Therefore, all rememberable things are parts of a tree- 
system organism. 



T2 



THE SYSTEM METHOD. 



First proposition.— All things— absolutely all things- 
are in classes. This truth rests upon the same solid founda- 
tion as the simple equality, A thing is a thing. And not- 
withstanding all men assent to this grandest of all educational 
truths, namely, that things are created and to be known in 
classes, yet I have already repeatedly demonstrated it in 
these pages. Mark, now, that because all things are in 
classes, all things are in a tree-system of classes ; for, since 
all things are in classes, therefore classes are in classes. But 
to say that classes are included in higher classes, is to say 
that all the classes (of the things classed), when put together 
into unity or system, form a tree-system of classes. Take the 
grammar classes of words for illustration. Now of nouns, the 
classes, common 2.nA proper, are, in system form, branches : — 




(i) noun 



Of pronouns the classes, per- 



sonal, relative, and interrogative, are, in sensible system form, 



likewise branches: 4 relative 



cordingly 



And ac- 




And finally, interjections, 18. 

Mark well what science system is ; for it is a tree system. 
We could never obtain power, or dominion, over words out- 



KNOWABLE THINGS IN CLASSES. 



73 



side of classes ; just as we could have no dominion over 
things generally if they were not in classes. " It is only by 
'assorting them [the almost infinite numbers of objects in 




GRAIVr]VrA.TICAL WORK-TREE. 

Copyright, 1886, by I. 3. WILSON. 

nature] in classes ' that we can reduce the infinity of nature 
to the finitude of mind." — Sir Win. Hamilton. It was by 
creating them in classes, and by giving us power to class 
them, that the Creator gave man dominion over all things. 



74 THE SYSTEM METHOD. 

Now consider well that, since we cannot learn, or know, 
thousands of words, each as an isolated thing- unlike every 
class, we first " assort " the multitude of words into about 
eighteen (IS) classes, so that we may understand the thou- 
sands of words by thoroughly learning these eighteen classes. 
But we are to know all things in the light of class. So that, 
for the same reason that the thousands of words are assorted 
into eighteen classes to be learned, the eighteen classes are 
themselves assorted into higher classes, or tree branches, to 
be learned ; and so on, the whole system of classes forming 
a tree system of classes, because, placed together in system, 
these classes can form nothing else. 

Thus it is, because things are created in classes, because 
thinking knows nothing outside of class, but thinks every 
particular through class in order to know such particular, 
that a science system (that is, class system) is a tree system. 
Since all words are included in classes, and since all these 
classes are included in classes, as branches are included in 
higher branches, and so on, till all the higher classes are in- 
cluded in the highest class, the tree-trunk class, what can be 
plainer than that the class system, or science, of words is a 
tree system of classes — a tree system in which each branch 
and sub-branch is a class of words .-^ None, then, will deny 
that all things in classes are in a tree system of classes ; that 
is to say, are parts of the tree-system organism. 

Second proposition.— It is next to be shown that all 
knowable things are in classes — that all things are knowable 
by virtue of their being created in classes. This I have 
already demonstrated over and over again in the first forty 
pages of this work. Quickly to re-demonstrate this great 
fundamental of learning, let the reader undertake to know, 
or learn, some supposed knowable thing not contained in 
classes with other similar things. Refer to the cuts, pp. 25, 26, 
98. Such supposed knowable thing cannot be an English- 
man ; for, to be so, it must belong in the class E^iglisJiman. 



KNOW ABLE THINGS IN CLASSES. ^5 

For the same reason, it cannot be a man ; for, to be a man, it 
must needs be similar to other men, and belong in the class 
inaji. It cannot be a plant ; for to be so is necessarily to 
belong in the class of things known z.s plaiits. It cannot be 
a thing ; for to be a thing is to belong in the class thing. 
Such supposed knowable thing is therefore a not-thing — ■ 
nothing ; that is to say, there is no knowable thing not 
belonging in some known class of things, and the supposition 
that all things are knowable by virtue of being in known 
class, is true. This second proposition is therefore again 
established. 

Refer again to the trees, pages 26 and 98. Suppose the 
mink to be utterly out of class — unclassifiable. It is, then, 
neither flesh-eater, mammal, vertebrate, animal, organic, 
natural, nor qualitative thing. Therefore, since it is not 
thing, it is nothing ! That is to say, all things whatsoever, 
excepting nothings only, are in classes with other things ; 
that is, a thing is to us a thing by virtue of its belonging to 
classes ; that is to say, mink and leopard and Draper and 
Victoria and Wilhelrn I. and red pine and banana and scour- 
ing rnsJi (see cuts, pp. 25 and 26) and every other thing, are 
to us things by virtue of their belonging in some class or 
classes of things. It is, therefore, herein still again proven 
that all that are to us things, are in classes. 

Third proposition. — To say that all rememberable 
things are knowable, or known, things is only to say that no 
thing can be remembered till it is first known. Remembering 
is, as the experience and judgment of mankind have ever 
averred, simply re-knowing. And that a thing cannot be 
r^-'known till it \s first known is as plain as that a field of 
corn cannot be replanted till it has been first planted. If 
the reader, by some mysterious means, has persuaded himself 
that he can remember something which he has not beforehand 
known, that is, if he thinks himself able to remember some 
unknown thing, let him consider what sort of a thing an un- 



Y6 THE SYSTEM METHOD. 

known thing really is to us. See the second proposition 
above, wherein it is shown that all things to us unknown are 
to us simply not-things — nothings. Whoever, therefore, is 
able to remember something which is unknown to him, is 
able to remember something which is nothing ! Strange 
remembering ! 

That all rememberable, or remembered, things are known 
things is to every one too evident to call for any proof or 
explanation. Babes advance sufficiently in the act of know- 
ing and remembering, to know that no man ever remembered 
what he had never known. Babes know that to remember 
the name or face of, say father, is to recognize, or again 
know, such name or face. 

Conclusion. — It has now, in three parts, been estab- 
lished, — 

1. That all things in classes are class branches — parts of 
a tree-system organism. 

2. That all knowable things are in classes. 

3. That all rememberable things are known things. 

4. It therefore follows that all knowable and rememberable 
things are class-branches — parts of a tree-system organism. 

The class-branch, or tree-system, organism is thus proven 
to be the long-sought-for guide in all knowing and remem- 
bering — in all teaching and learning. Tell it at Boston ! 
Tell it at Cambridge and at Leipsic ! Tell it to a world 
struggling almost vainly to learn how to learn ! 

Although I have accomplished the proof of the proposi- 
tion that the tree-system organism is the only true guide in 
remembering, — that all rememberable things are parts of a 
tree system, — I cannot refrain from an observation of how 
" dreadfully defective," how disorganizing and system-repudi- 
ating, are the learning and the methods of our schools. 
Now it is self-evident that the tree organism whole can con- 
tain only such things as are tree-organism parts. The 
weasel organism, for illustration, is formed of, and can con- 



SYLLOGISM CONCLUDED. 77 

tain, only such things as are weasel-organism parts. The 
chicken organism may be formed only of such things as are 
proper chicken-organism parts. Put, if you please, a raccoon's 
legs and tail on the chicken organism, instead of the chick- 
en's own legs and tail ; and you will at once perceive what a 
deplorable absurdity a man would get himself into by deny- 
ing the plain truth that the chicken whole can be formed only 
of chicken-organism parts. Just as foolish is he who would 
deny that the tree-system organism of classes may be formed 
only of tree-organism, or class, parts. Plainly, since the 
tree organism can be formed only of tree-organism, z. e., class- 
branch, parts, all such tree-organism, or class-branch, parts 
are parts of the tree-system organism. This is as axiomatic 
as the plain truth that whatever whole is formed of animal- 
organ parts must be an animal whole. And let not the 
reader fail here to perceive the further truth that all such 
class-branch, z. e., tree-organism parts, are necessarily parts of 
a known tree-system organism. To demonstrate this truth, 
let us suppose that some class-branch, z. e., tree-system, parts 
are parts of an unknown organism. Evidently, such un- 
known organism could not be any animal or any plant ; for 
these are things known. For the same reason, such un- 
known organism or thing could be neither any organic nor 
any inorganic thing ; for these, too, are classes more or less 
known. Finally, such unknown organism could not be a 
thing ; for things, too, are more or less known. Now, since 
such unknown organism cannot be a thing, it is a not-thing — 
it is nothing ; that is to say, an organism unknown to us is to 
us nothing, just as everything to us unknown is to us noth- 
ing. Therefore, — mark the conclusion, — all class-branch, or 
tree-system, parts which are parts of an unknown organism, 
are to us parts of nothing! But parts that are parts of noth- 
ing are not parts. Therefore, since — 

1. All class (tree-system, or science-system) parts are 
parts of the tree-system organism ; and since — 



78 THE SYSTEM METHOD. 

2. All parts of the tree-system organism, to be system- 
learned, must be parts of a known tree-system organism ; 
therefore — 

3. All class parts are parts of a known tree-system or- 
ganism ; that is to say, while branching through the classes 
(the branches) of a known organism is real branching (real 
learning), branching through an unknown organism is not 
real branching — not real learning. Give ear : since learning 
is branching, and branching into an unknown organism is 
branching into nothing — not branching ; and since to this 
day, the tree-system organism, including the classes branched 
through in learning orthography, grammar, etc., has been to 
the world actually unknown ; therefore, to the world, real or 
rational branching, or learning, of these branches at least, has 
been impossible ! 

And have I not proven and re-proven again and again 
that all real learning is branching through known classes 
(class branches), and that real learning is nothing else.? 
Have I not even demonstrated that the very act of thinking 
is impossible except as it is a mental act branching thing 
thought of into higher branch class.? And is not the proof 
that learning is branching as strong as those adamantine 
truth chains that link the worlds together } 

1. All rational branching has been impossible because 
the branched v/hole (tree-system whole) has bee]>. unknown 
and unused. 

2. But rational branching is rational learning. There- 
fore — 

3. All rational learning (of branches orthography, gram- 
mar, etc.) has been — shall I say — " impossible 1 " And real 
rational learning must ever be so till the " tree-of-knowl- 
edge " organism shall be known and used as guide in learn- 
ing what is a "branch" of learning — in branching what is a 
branch of branching. 



The Branch Whole-Orthography. 

Verily is the tree a tree " of knowledge." And now mark 
yet once more that our so-called learning of the parts with no 
fancy even that the tree whole, or guide, exists, must needs 
be identical with a supposed learning of a cat's tail with no 
idea that such a thing as a cat ever existed ! Such is not 
merely a simile ; it is the literal truth. We pretend to learn 
the orthographic class-branch parts, sicbvocal, aspirate, vocal, 
abrupt, diphthong, etc., with little idea of what constitutes 
the orthographic whole. Nay, we study these orthographic 
tree parts with no idea that such a thing as an orthographic 
tree, or whole, ever existed ! Is not our study of these or- 
thographic parts with absolutely no idea that an ortho- 
graphic whole exists, identical with our supposed study of a 
cat's part — cat's tail — with absolutely no idea that a cat ex- 
ists .-' Let the reader here wake all his sagacity of mind to 
consider. I say we have pretended to learn understandingly 
the orthographic parts not knowing what the orthographic 
whole is. No author, so far as I know, has ever mentioned 
such a thing as an orthographic whole, far from saying what 
such orthographic whole is like. No educational or philo- 
sophical writer so much as hints that the orthographic sys- 
tem whole is a tree. Since no writer has known that ortho- 
graphic whole is like known thing, such system whole has 
been to all writers an unknown thing ; but since everything 
unknown to man, is to man no thing, — nothing, — such ortho- 
graphic whole has been to all writers simply nothing — has 
had no existence. The world, therefore, studies siibvocal, 
vocal, aspirate, abrupt, dipJitJiong, dental, etc., as parts of 
nothing — as not parts ; precisely what he does to whom, in 

[79] 



80 THE SYSTEM METHOD. 

the study of a cat's tail, the existence of a cat, past or pres- 
ent, is unknown ! Do you not begin by this time to see the 
priceless value of the tree guide ? 

And behold what it is to learn orthography or the animal^ 
by studying siibvocal, aspirate, or tail, by itself, and without 
being conscious that the orthographic whole or feline whole 
exists ! It is like, it is identical with, learning the cat by 
studying the parts, foot, tongue, ear, stomach, tail, heart, 
eye, back-bone, etc., each by itself, without being conscious 
that such a thing as a cat exists ! Such is literally what we 
do when we study the parts subvocal, aspirate, dental, etc., 
each by itself, without being conscious that such a thing as 
an orthographic-tree whole exists. No wonder that school- 
learning is almost worthless for the doings of life ! No won- 
der that, among business or doing men, our "A. B." added 
should be taken for conclusive evidence that the adder has 
just passed his " commencement " merely, — has yet hardly 
begun to learn the life-doings of men. 

No Branching Guide Previously Discovered. — First 
PROOF : But have teachers known nothing at all of this sci- 
ence-system whole of orthography } — Certainly not. Now, if 
after learning of the discovery of the tree system as the long- 
sought-for guide in educational work, — a guide not less es- 
sential to any rational learning of subvocal, aspirate, diph- 
tJiong, etc., than the known existence of a cat to any rational 
learning of a cat's tail, leg, or back-bone, — some great A. M. 
see himself "begin Avith shame to take the lowest room ;" if 
he then suddenly discover that he himself has akuays known 
such an orthographic whole, I would grant it for his shame's 
sake. He would be asked what natural and familiar system 
whole is the science-system whole. If he answer any known 
thing except the tree, his declaration is false ; since neither 
the orthographic whole nor any other branch-of-learning 
whole can possibly be made into, or be indexed by, the like- 
ness of any existing product of nature, except the tree, as I 
have before shown. He could not, therefore, have known 
what such orthographic whole is like — far from using it as a 



NO PREVIOUS DISCOVERY. 81 

guide — without actually discovering the orthographic tree. 
But had orthography or any other tree-system whole actu- 
ally presented itself to him as a tree-system, or class-branch, 
whole, he could not yet have made any discovery of the 
needed educational guide, not until it had plainly appeared 
to him not only that such orthographic, etymological, gram- 
matical, or other tree whole was 7iczu, but that such tree 
was also useful, and therefore not to be dispensed with. 
Had Columbus discovered a land, which, while new, was nev- 
ertheless useless to the world, Columbus's discovery would 
hardly have been to this day even recorded — very far would 
he have been from any right or claim to a real patentable 
discovery. Hence, if human eyes have ever seen this class- 
branch representative of a science system, such eyes have 
nevertheless failed to discover such tree as a useful guide in 
learning and remembering — a discovery unlocking the hith- 
erto unsolvable question. What is the learner's true process 
of work in doing a branch of learning .? 

Second proof. — If, then, the inquiry arise whether here- 
tofore any author has ever discovered the tree as the learn- 
er's guide in the branching act called learning ; and, that 
query having arisen, if such discovery and invention be 
looked for in any grammar-tree picture outline (such as 
Rufus Blanchard's "Grammatical Tree"), the author replies, 
No ; and here follows an additional proof: — 

The only possible way such tree can be used is as a guide 
in branching — branching word through its class branches. 
Therefore, whoever heretofore used this science-system tree, 
used it in branching ; since it cannot be used for aught else 
— is practically useless for any other purpose. But " branch- 
ing" is a word not to be foiuidxw. educational literature out- 
side of the System Method (July, 1885). Moreover, neither 
Mr. Blanchard's nor any other author's device, so far as I 
know, is so constructed that it is possible to branch a word 
through it ! Indeed, no author has known that learning is 
branching ; as a matter of course, no author has dreamed of 
a guide by means of which to do the branching act. 
6 



82 THE SYSTEM METHOD. 

That the learning act is a branch-building act, is his own 
discovery. This once estabhshed, it follows that the branch- 
built whole, the science tree, is the learner's long-sought-for 
guide by which to do his work ; for, that the branch-built 
whole is the only possible guide to the branch-builder, is 
self-evident. What fool cannot see that the house-built 
whole is the true, the only proper or possible, guide to the 
house-builder.^ What biased teacher, then, is he who will 
not see that the branch-built whole is the true, the only 
proper or possible, guide to the branch-builder, the learner } 

Mr. Blanchard cannot himself, even after taking time for 
forethought, possibly branch any word through its classes by 
means of his tree. He has not so constructed his tree as to 
render it possible to branch a word through it. Try "are" 
in " They are true," for instance. Doing no violence to the 
tree as a branching guide, but impartial justice at every step, 
we proceed according to the tree thus : Are = a verb, a 
signification, a mode, a tense, and a present ! And if we 
seek to branch the word " true " through its classes, by the 
direction of this tree, we get : True = an adjective, a com- 
parison, and a positive ! We thus see that such trees as this 
are not at all aimed, or designed, to be used as branching 
guides. 

Whether any author ever discovered that a real science 
system is a class divided and subdivided as a tree-trunk is 
divided and subdivided, is doubtful. That no author ever 
discovered the learner's guide in doing a science system to 
be a tree-trunk class branched and sub-branched, is certain. 
No writer, realizing that learning a particular is branching 
that particular through its classes, has aimed to construct a 
branching guide. This fact, explains why it is impossible to 
use any of these grammar-tree, genealogic-tree, or Christmas- 
tree devices as a guide in branching — as guide in doing the 
learner's work of branching particular through class. Such 
is the construction of — such was the design in constructing — 
the writer's class-branch, grammar-science, tree, that, once 
started at any topmost branch, learner cannot fail to branch 



NO PREVIOUS DISCOVERY. 83 

correctly any word through its proper science-system classes ; 
for each topmost class is included in each higher (larger) 
class, just as each topmost branch is included in each higher 
branch, and finally in the tree trunk. Such is the construc- 
tion of Mr. Blanchard's tree that, once started at any topmost 
branch, learner cannot fail to branch incorrectly and falsely 
any word through its proper science-system classes ; for each 
topmost branch is not included — no topmost branch is in- 
cluded — in each higher (larger) class or branch. Mr. Blanch- 
ard did not dream of constructing a guide in branching ; for 
he did not know that learning is branching. 

Now observe that it is because any word which belongs 
in any topmost branch tJierein belongs in every succeeding 
higher branch, that any grammar tree is worth anything 
whatever as a working guide to students ; for it is because 
what is in any branch is therein in every higher, or including, 
branch, that any word is traced through its classes by being 
traced through the tree branches : so that, if a student is 
given, say a subjunctive (see cut, p. 49-i), to trace down- 
ward through the system, he cannot fail, if he follow the 
tree, to trace correctly such verb through its proper higher 
classes ; namely, invariable, finite or essential, verb, funda- 
mental, word, lingual (see tree p. 93), qualitative, thing ; for, 
once started downward at subjunctive, he cannot go wrong, 
since subjunctive is included in every higher branch down to 
the highest known class, tJiing. This grammar tree thus 
constitutes a true notation for the syllogism itself, exampled 
thus : — 

1. Given a word, — that it is a subjunctive, — 

2. Since branch subjunctive is included in all the higher 
branches, invariable, finite, verb, etc. ; 

3. Therefore, this given word is an invariable, a finite, a 
verb, a fundamental, a word, etc. 

Thus the learner, when familiar with this tree system as 
constituting the science system of grammar, knows, from one 
fact alone (that a word is a subjunctive), many additional 
facts ; namely, 1. That it is invariable ; 2. That it is finite ; 



84 THE SYSTEM METHOD. 

3. That it is a verb ; 4. That it is fundamental in the sen- 
tence, etc. 

Hence, by becoming familiar with the tree, the learner 
acquires the power of reasoning concerning words through 
the syllogism itself, knowing not only what classes a word 
belongs in, but what classes belong in what other higher and 
still higher classes. Through the instrumentality of the tree, 
he is thus able at once to decide what is and what is not cor- 
rect language so far as grammar-science is concerned. fSee 
The System Method No. 6, Demonstration XXII. and XXIII. , 
p. 485.) 

The scientists had taken the first step only — they had 
distributed the words into classes. But the author believes 
himself to be the first to see that there was a second step to 
be taken before the student's Process of Work could be dis- 
covered, and his guide become known. The author reasoned 
thus : In grammar it is the design to learn the classes of 
words ; since it is only by knowing the classes that we can 
understand the particular words — understand whether a sen- 
tence is correct. But since learning a word is finding its 
classes, therefore learning the classes of words is finding their 
classes — their higher classes. And taking the eighteen 
classes found on page 72, and thus distributing them into 
their higher classes, he discovered that they foi'vi a tree. 
But he did not stop here. The grand principle that the think- 
ing act thinks particular into class, must now be applied to 
this tree formed of the classes of words. And this was done 
as follows : — 

Since to learn a word is to think it through its classes, 
and since its classes are tree branches, therefore, to learn a 
word is to think it through its tree branches — through its 
classes as branches of a tree, each branch of which is a class 
of words. Thus it was that the learner's guide in studying 
grammar Avas discovered to be the class-branch tree, and 
his process of work to be branching — branching the word 
through its classes as branches of the science-tree of gram- 
mar. 



NO PREVIOUS DTSCOVERY. 85 

Therefore, every branch of the author's grammar-science 
tree was made a c/ass of words — a class included in the tree- 
trunk class, the word ; so that, by tracing, or branching, a 
word through it, the learner therein branches that word 
through its classes, zvhich is true learning, as all now agree. 
Thus it was that in his effort to find the learner's true proc- 
ess of work, the writer found also the true nature of the 
science system — found that the science of grammar is a class- 
branch tree. Thus it was that in finding the learner's tool, 
the class-branch tree, he found also what the learner is to 
learn, the class-branch tree, — a thing hitherto unknown, a 
thing operated in a hitherto undreamed of iip-tJic-trce way. 

So far as the writer knows, no author ever hitherto un- 
dertook to construct a tree by which to branch ; for branch- 
ing through a tree where each branch is not a class, is im- 
possible. The truth is, that not knowing that learning is 
branching, not conceiving that the branching tree could be 
used as a guide in learning, no author ever undertook to 
construct a tree by which to do the learning act. All these 
picture-tree charts were therefore constructed without a 
fancy that a science system constitutes a class-branch tree, 
and that, therefore, such class-branch tree is the long-desired 
learner's guide in doing, or learning, such science system. 

Again : the tree branches of these trifling picture charts 
are not aimed to be classes. A verb in the past tense — 
" went," for example — run on the what-ought-to-be class 
branches of Rufus Blanchard's tree, runs thus : Went = a 
verb, a signification, a mode, a tense, and a past ! showing 
that Mr. B. had no thought of making a tree whose branches 
should all be classes, and which could therefore be used as 
guide in branching words through their classes. Therefore, 
so far from discovering the tree to be the learner's invaluable 
instrument and guide in doing his Avork, these authors had 
not even a fancy that the tree could be used in branching ! 

Third proof. — But there are other conclusive proofs 
that the tree has never hitherto been used as the learner's 
guide and tool in doing the learning, or branching, act. 



86 THE SYSTEM METHOD. 

Whoever hitherto used the class-branch grammar tree in 
branching, used such tree in branching zvord through its 
classes ; for it is word, which, divided and subdivided, forms 
the grammar-science tree. So whoever hitherto used the 
class-branch orthography tree in branching, used such tree 
in branching letter through its classes ; for it is letter, which, 
divided and subdivided, forms the orthography-science tree. 
So whoever hitherto used the class-branch etymology tree in 
branching, used such tree in branching etymon through its 
classes ; for it is etymon, which, divided and subdivided, 
forms the etymology-science tree. So whoever hitherto 
used the class-branch arithmetic tree in branching, used 
such tree in branching o-stcp solution through its classes ; 
for it is 3-step solution, which, divided and subdivided, forms 
the arithmetic-science tree. 

But whoever used the grammar-science tree to branch 
word through its classes ; or whoever used the orthography- 
science tree to branch letter through its classes ; or whoever 
used the etymological or the arithmetical tree to branch the 
etymon or the 2>-step solution through its classes, — such an 
author used a tree of which the trunk was word or letter or 
etymon or 3-step solution respectively. Such author, there- 
fore, discovered — what is not known — that grammar is the 
science, or system, of the word ; that orthography is the 
science, or system, of the letter ; that etymology is the 
science, or system, of the etymon ; that arithmetic is the 
science, or system, of the 3-step solution. But these defini- 
tions for these sciences are nowhere to be found ! 

So far are authors from any knowledge that the tree is 
the learner's true guide in learning, or doing, these sciences, 
or systems, that they know not even that they are real 
sciences, or systems ! So far are the authors from knowing 
grammar to be the science, or system, of the word, that En- 
glish grammar is usually defined to be " the art of reading, 
writing, and speaking the English language correctly." — 
Goold Brown's Grammar of English Grammars, p. 145, And 
instead of defining orthography to be the science, or system, 



NO PREVIOUS DISCOVERT. 87 

of the letter, this same author, than whom there is no higher 
authority among English grammarians, says, " Orthography 
treats of letters, syllables, separate words, and spelling." — 
Id., p. 148. Again : " Etymology treats of the different parts 
of speech, with their classes and modifications." — Id., p. 220. 
Since, therefore, these grammarians know not that the word 
is the science trunk, that is, the tree trunk, of grammar, they 
cannot know that grammar is a tree, — a long way this, from 
knowing the tree to be the learner's invaluable guide in 
learning grammar ! 

If, therefore, any teacher ever knew the orthographic 
whole to be an orthographic tree, he did, nevertheless, not 
know such tree to be the invaluable guide in learning and 
remembering orthography ; and for this reason, that he did 
not find a useful guide in learning, no record or memorial of 
such discovery has, to my knowledge, to this day ever been 
made. Whatever is a great convenience— but the tree is an 
indispensable guide — to the discoverer as a guide in all learn- 
ing and remembering, is also a great convenience and an in- 
valuable guide to the whole teachable world ; for all civilized 
men have to learn and remember. 

If, then, I am asked to state in what form the tree 
organism is to be used, I answer at once, In the form 
of the orthographic, ideographic, etymologic, grammat- 
ical, botanical, zoological, and arithmetical trees, or tree- 
maps, to be found on pages 18, 223, 274, 494, 25, 26, 
642, of this book. If I am asked in what school appliances 
these work-trees are to appear and be used, I answer. In 
all text-books of these branches, as well as in all text-books 
of logic and psychology, and all other branches of learning 
to which the term "branch" maybe appropriately applied. 
These work-trees are likewise to be placed in all work-books 
used by students of these branches ; and, enlarged to the di- 
mensions of geographical wall-maps, they are likewise all to 
be hung as large wall-maps of these branches on the walls of 
all school-rooms ; in which text-books, and on which school- 
room walls, they will be of the same service in learning and 



THE SYSTEM METHOD. 



remembering those subjects of which they are tree maps as 
are the common geographical maps of the topography and 
political divisions of the earth in learning and remembering 
such topography and political divisions. I have already 
shown that, to all rational learning of orthography, the 
orthographic tree map of the orthographic whole is as essen- 
tial as the known existence of the cat is to all rational learn- 
ing of cat's tongue, tail, or back-bone. And I shall hereafter 
show that the grammatical, etymological, ideographic, botan- 
ical, and zoological tree maps are not less essential to any 
real, science-system, or system-guided, learning of these 
branches, than is the known existence of the United States, 
as a whole, to any rational learning of the parts, mountain, 
river, city, plain, etc., contained by such whole. 

If I am asked to state any further advantages to arise 
from the discovery and invention of this science-system 
representative and working guide, I could specify that, — 

1. By such tree tool alone can we see what perceiving is. 

2. " " ■ " " thinking 

3. " " " " comparing 

4. " " " " conceiving 

5. " " '* " judging 

6. " " " " reasoning 
Y. " " " " defining 

8. " " " " learning 

9. " " " " knowing 

10. " " " " remembering 

11. " " " " imagining 

12. " " " " systematizing " 

13. Such tree instrument or guide, is itself, by virtue of the 
twelve truths just stated, the only correct, logical, and psy- 
chological notation. Certainly, it is not claimed that by 
means of the tree we can absolutely realize what perceiving, 
thinking, knowing, etc., are. It is only meant that through 
the instrumentality of the tree alone we can see as plainly as 
human perception is able to see with the aid of the perfect 
instrument. 



.4iY INVALUABLE TOOL. 89 

14. By such tree alone can we guide our investigating. 

15. By such tree alone can we guide our reciting. 

16. By such tree alone can we guide our teaching, so far, 
at least, as our teaching has to do with science system. 

lY. By such tree alone can we determine the correct rel- 
ative order of arithmetical subjects, — whether proportion 
properly precedes fractions, and these two, compound num- 
bers ; whether decimals properly precedes common frac- 
tions and proportion, — where each arithmetical division is 
properly to be placed. 

18. By such tree alone can we ascertain the correct relative 
order of subjects in orthography, grammar, botany, zoology, 
and logic. 

19. Such tree is, moreover, the only efficient aid in deter- 
mining what belongs to the empirical stage of learning, and 
what to the rational, what is proper in primary, intermedi- 
ate, and advanced grades of learners. 

20. By such tree alone can we know by what objective 
means we know and learn, and what science is. By such in- 
strument alone, therefore, can we distinguish between real 
science (/. e., system science) and empirical (/. e., disorgan- 
ized) science ; between the organizing, easy, or system- 
guided, method and disorganizing methods. 

Judge, then, in what vital sense new, of what incalculable 
use, must be the discovery of this tree " of knowledge " as 
guide and instrument in almost all school learning. Judge, 
too, how " dreadfully defective," as Mr. Spencer truly remarks, 
" the rude, undeveloped character of our education " must be. 
For I have shown that no previous discovery of this science- 
system guide hitherto made, could have been weighted with 
more import?nce as a guide in learning than the Christmas- 
tree or the illustrative genealogical-tree drawing designed to 
exhibit some family genealogy. Therein it is seen that no 
known orthographic, grammatical, etymological, or other tree 
whole has ever been consciously used as the indispensable 
instrument in the study of the tree (branch) parts of these 
branches. And I have pointed out, merely, that to study the 



90 THE SYSTEM METHOD. 

parts of any branch not knowing what the whole is like, — 
not knowing that such branch parts are parts of a branch 
whole, — is to study such parts not knowing that a whole 
exists ; that is to say, it is to study such parts not knowing 
them to be parts — to study parts as parts of nothing — as not 
parts ! 

Yet once more, think what such study is : To study 
" subvocal," not knowing what the orthographic whole is like, 
or that such whole exists, is to study subvocal pa7-t not 
knowing what subvocal's zvliole is like ! to study a tiger's 
back-bone not knowing what a tiger is like, whether tiger, 
ostrich, snake, or giraffe ! To study tiger's back-bone or 
subvocal not knowing that the tiger whole or the orthographic 
whole exists, is to study such back-bone or subvocal as 
subvocal and back-bone of nothing ! But what is the study 
of back-bone as the back-bone of nothing worth? — Nothing, 
says the trumpet of truth. What, then, is the study of sub- 
vocal part as part of nothing worth ? — Nothing ! Let the 
trumpet blow as long as blown by the breath of the truth. 
Remember to put yourself in the place of the learner, know- 
ing almost nothing of the subject. Thus situated, imagine 
yourself to be learning the, to you unknown, thing (not city 
to you) called Chicago, precisely as students do now learn 
orthography, grammar, etymology, geography (surface and 
political divisions excepted), botany, etc., by studying each 
part separately, and never detecting what the whole is like, 
if even ever fancying it to exist. 

Now, while I cannot dispossess you of your great advan- 
tage, by means of your acquired learning and experience of 
things, over any such learner, I will place you as a boy of 
eight years and of ordinary intelligence, reared by your own 
parents in Patagonia, say, where you have never seen as 
such any city, city street or plan ; any brick-built, stone- 
built, or lumber-built business or dwelling-house, or any 
sidewalk ; any railroad or street-car ; any depot, park, grove, 
drive, or lake ; just as young learners have never known 
subvocal, dental, coalescent, diphthong, etc., as such. Now, 



RIDICULOUS LEARNING. 91 

remember that you are not once to see or imagine Chicago 
as a zv/io/e, just as learners do never (by current methods) see 
or imagine orthography as a whole ; nay, you are not to 
know, when you have finished your study, what Chicago as 
a whole is like, just as learners, having finished their study 
of orthography, never know what orthography as a whole is 
like — not even that Chicago exists in the likeness of any 
known thing, just as learners of orthography know not even 
that orthography exists in the likeness of any known thing. 
Remember, especially, that you are not to know or ever de- 
tect the things which I give you to study, as being parts of 
any known whole, but merely separate things, just as learn- 
ers of orthography never know or detect the things studied— 
subvocal, dental, diphthong, etc. — as being parts of any 
known whole, but merely as separate things. 

I give you now a book definition of railroad, lake, and side- 
Avalk, which you are to commit to memory ; I also point out 
to you examples of such railroad, lake, and sidewalk, just as 
learners of orthography are given book definitions of lingual, 
aspirate, etc., to be committed to memory, examples at the 
same time being pointed out. A second day I give you 
book definitions of house, park, and street-car, and point out 
examples to you, just as modern teachers give, on a second 
day, book definitions of vocal, coalescent, etc., pointing out 
corresponding examples. For a third lesson, you again com- 
mit to memory book definitions of depot, drive, and grove, 
and review the definitions, or the " substance of what the 
book says," in your first lesson, just as school children are 
now, in their third lesson, directed to "get" what a book 
says about subvocal, abrupt, etc., and review "what the book 
says" about their first lesson. (Here, not to make the farce 
as prolix and vicious as it really is, we will stop.) 

You are now "through." You are now not to know — 
mark it well — that such railroad, lake, sidewalk, house, park, 
street-car, depot, drive, grove, etc., are parts of one whole, 
just as our students of orthography when " through " do not 
know — mark well this fact, too — that such dental, coalescent, 



92 THE SYSTEM METHOD. 

subvocal, diphthong, etc., are parts of one whole. You are 
not even to know that any Chicago whole exists, precisely 
as all school, college, and university students of orthography 
never know, after getting " through," that any orthographic 
whole (orthographic tree) exists. You are only to know 
that you have been stwdymg from a book about Chicago — a 
thing to you unknown as a whole both before and after your 
study of railroad, lake, etc. ! just as students of orthography 
do only know that they have been studying from a book 
about orthography — a thing to them unknown as a whole 
both before and after their study of dental, subvocal, diph- 
thong, etc ! You are not even to know that there exists a 
Chicago whole, and that it is a Chicago city ! precisely as no 
student of orthography knows that there exists an ortho- 
graphic whole, and that it is an orthographic tree ! You are 
never to see the railroad, lake, depot, etc., as parts of a cit^ 
(whole), but are simply to hold these city parts in mind by 
dogmatic definition as parts of no whole — parts of nothing ! 
just as students of orthography, under " great " teachers, 
never see subvocal, vocal, dental, diphthong, etc., as parts of 
the orthographic tree ; just as pupils of "great professors," 
the world over, by dogmatic definition do hold such parts in 
mind — till they "drop out" — as parts of nothing! 

It has been demonstrated that true knowing, or learning, 
is branching, or organizing, — branching or organizing the 
science-system, or tree-trunk, unit through the branch (z. c, 
the tree) whole, using that tree whole as guide in the branch- 
ing work. But branching tree-trunk letter can only result 
in making letters into a tree, or branch-organism, whole, 
through which (from tree trunk upward) all letters may be 
traced, or branched. And so branching the class zvord 
through its science, or tree, system, results necessarily in a 
copy of such tree-system whole. And so branching (z. e., 
rationally learning) any branch of learning is but making a 
branch, or tree, of it. That rational, or perfect, branching 
the branch orthography must needs result in a branch, or 
tree, of that subject (as shown on pp. 18, 203), is as self-evi- 



RTDICULOrS LEARNING. 93 

dent as that perfect copying of any specimen must needs re- 
sult in a copy of such specimen. In learning, the process is 
branching ; therefore, the result must be a branch. In writ- 
ing, the process is copying ; therefore, the result must be a 
copy. 

Mark once again what that copying is worth which, when 
finished, does not know what the copy made, or copied, is 
like. Judge, then, what that organizing, or branching (z. e., 
learning), is worth, which, when finished, does not know 
what the branch, or organism, made is like. Who, then, 
cannot yet see the too-great-to-be-estimated value of the tree 
organism, by which alone, of all nature's products, the sub- 
ject whole of any branch of learning may be profitably rep- 
resented .'' Bread-and-butter school-boys know that just to 
that proportional degree of clearness in which writing learner 
sees mental copy to be reproduced (z. e., written), just to 
that extent can he do perfect writing (perfect copying) ; just 
to that extent is his learning work of any value. What 
wakeful teacher, then, cannot perceive that just to that pro- 
portional degree of clearness in which branching learner sees 
the mental copy, or branch, to be branched ; just to that ex- 
tent can he do perfect branching (perfect copying of the 
branch) ; just to that extent is his learning work of any 
worth.'' "Graduating" learners, or doers, of writing copy 
who have obtained no mental picture of the written copy, 
who do not know what such written copy is like, — whether 
like curve or animal or else, — and who are therefore utterly 
unable to do (/. e., write) any such copy ! " Graduating," 
then, learners, or doers, of an orthographic branch copy who 
have no mental picture of this branched copy, who do not 
know what such branched copy is like,— whether like tree or 
animal or else,- — and who are therefore utterly unable to do 
(z. e., branch) any such copy ! " Graduating," still, learners, 
or doers, of ideographic, etymological, grammatical, arith- 
metical, botanical, and zoological branch copies who have 
obtained no mental picture of the branched copies, who do 
not know what such branched, or organized, copies are like, 



94 THE SYSTEM METHOD. 

— Avhether like trees or some other organism, — and who are 
therefore utterly unable rationally to do the branching (learn- 
ing) of such copies ! 

Let not the reader fancy this merely a burlesque on the 
schools. It is the literal truth. " Graduating," once again, 
learners, or doers (/. c, map-makers), of a map-made copy of 
the United States who have no mental picture of the map- 
made copy, who do not know what such United States map- 
made copy is like, — whether like United States map or 
animal or what, — and who are therefore utterly unable to do 
(/. e., make) any such map-made copy ! If you would not 
"graduate" students, or doers, of United States map-making 
or writing, who, when " through " the complete course, have 
absolutely no mental picture of such writing copy or United 
States, as a whole, who do not know even what such copy or 
map whole is like, — whether like curve, country, animal, or 
else, — would you, then, " graduate " student, or doer, of 
orthographic, grammatical, and botanical branch-making, 
who, when " through " the course, have absolutely no rational 
mental picture of such branch copy or whole, who know not 
even what such orthographic, grammatical, or botanical whole 
is like } Who, then, Avill not see the too-great-to-be-estimated 
value of this tree " of knowledge " as the representative of 
the science-system whole of every branch of learning, and 
the only possible working instrument by which student may 
do this branching work called learning } 

Absolutely all educational authorities agree that the en- 
tire flowing current of the educational river, the entire bus- 
iness of learning, is mirroring part in whole, and whole in 
part. Inductive philosophy, it is declared, thinks from part 
up to the whole ; deductive philosophy, from whole down to 
part ; and all philosophy, learning, or knowing, goes one 
way or the other. The great educational question is and 
has been. What is the system (/. e., science) whole of letters ? 
of words .? of plants } of animals .? etc., in which the class di- 
visions, or branches, of letter, word, plant, animal, etc., are 
to be mirrored } This whole once known, the learner's proc- 



MIRRORING WHOLE IN FART. 95 

ess of work is inevitable. For if such system whole is a 
building, the process must be building ; but, if such system 
whole is a branched whole, the process must be branching. 
So that the discovery of the system whole reveals the stu- 
dent's process of work. And if the evidence offered in this 
publication is not spurious, the learner's true process of work 
is branching ; and his true and only guide, or instrument, the 
branch, or tree organism. Thus it is that the discovery of 
the tree system as the only sensible representative of a 
science system, divulges the student's process of work, and 
therein the true method of teaching. And it is not to go 
unobserved that such discovery " embodied in a new com- 
bination of parts," as shown in all the tree engravings found 
in these pages, amounts to a demonstration of what the 
science-system parts are — what the orthographic parts, sub- 
vocal, aspirate, vocal, etc., are ; what the grammatical parts, 
substantive, verb, noun, adjective, infinitive, direct objective, 
etc., are. Since, by the discovery, we know the system whole 
to be a tree, or branch, we therein know the system parts to 
be branches, or tree organs ; and the process of mirroring 
part in whole, which authority calls learning, we know to be 
branching. Since absolutely all authority avers that learn- 
ing is making wholes out of parts (rather, that learning is 
tracing the multitude of things through their classes so 
branched together in tree system that each twig class is a 
branch of every higher class, including the highest class, the 
tree trunk) ; and since the parts are branches (branch classes), 
and the wholes are trees, it follows that learning is branch- 
ing, or organizing, as shown on pages 28, 103, 274, and 603. 
Thus, by deductive reasoning, we may go from the discov- 
ered tree-organism whole down to the part to prove that to 
learn is to branch, which truth I have so repeatedly demon- 
strated by the opposite, inductive, reasoning, by going from 
particular to class, or part to whole. 

But not to digress further : it is thus plain that just to 
that proportional degree of clearness in which learner sees 
mentally the tree, or branch, whole to be made (z. e., branched 



96 THE SYSTEM METHOD. 

through), just to that proportional extent is his learning- of 
any worth. Now, let the reader himself decide how many 
(how few !) " graduates " of orthography, English grammar, 
etymology, botany, zoology, and arithmetic have a clear 
mental picture of such subject whole. But we have seen that 
no teacher, philosopher, nor man has ever realized what sys- 
tem such science-system whole is. See pages 41 and 642. 
If, then, all really rational learning of these branches is what 
all authority declares it to be, namely, associating their parts 
into a whole (which I have discoverd to be accomplished by 
tracing, or branching, thing to be learned, through its classes 
as branched into a tree of these classes), judge the inestimable 
value of the discovery, for the first time realizing what such 
whole is. What would be the value of a mental picture 
(i. e., known plan) in making, or building, parts into a build- 
ing whole } What kind of a builder would you really be, if, 
after having done the so-called building, you did not know 
what the built whole was like — built thing or what not "^ If 
all authority should declare your building worthless, and 
your claim to proficiency simple foolishness, as all author- 
ity actually does do, would your sagacity of mind be suffi- 
ciently electrified to enable you to see and realize the abso- 
lute necessity and invaluable character, in all building, of a 
definite mental picture, or plan, of the building whole 1 Tell, 
then, what sort of learners these are, when, after having done 
the so-called learning (J. e., branching), they know not what 
the learned (z. c, branched) whole is like — branched tree or 
what not ! Judge, too, whether, if all authority should de- 
clare their learning worthless, and their claim to proficiency 
simple foolishness, as all real authority actually does do, 
your sagacity of mind would be sufficiently electrified to 
enable you to see and realize the absolute necessity and in- 
valuable character, in all learning, of a definite mental pict- 
ure of the branched whole. " Let no man deceive himself 
If any among you seemeth to be wise in this world, let him 
become a fool, that he may be wise." 



BIRD'8-ETE VIEW 97 

The Orthostatic Work-Tree. — Having seen a little of 
how " dreadfully defective " must be our teaching and school- 
work in orthography, let it be shown how the invention of 
the orthostatic tree will lead us quickly into the perfect 
method. It has been demonstrated that the very knowing 
act thinks particular into class previously known (branched). 
But when you think particular into a class itself previously 
known (branched), z. e., previously thought into a greater 
known (branched) class, which, in order, is a class itself 
already thought into a still greater known (branched) class, 
you are therein thinking, or mentally constructing, a tree 
system. This also has been many times proven. And now 
mark once again that since knowing is branching particular 
into kind, — itself a known, i. e., branched, thing, — nothing 
but such branched system can constitute the educational 
guide. No painted or knitted or otherwise-made copy can 
be guide in writing. Nothing but writing copy can be used 
as guide in writing. So, in learning, i. e., branching, nothing 
but branching copy can be used as guide. This branching 
guide I have named the orthostatic work-tree (from og-&oQ, 
right, and laTavaL, to stand), as being the only natural whole 
known whose parts stand together in such form of unity as 
to indicate the right method and order in learning and teach- 
ing. I shall, then, in the following pages give a quick sur- 
vey, or bird's-eye view, of what are the two steps in learning 
rational orthography by the branching, natural, scientific, or 
true method as indicated by the orthostatic tree. But in 
entering upon any branch of learning, or branching, it is 
desirable and very important to give the student, at the out- 
set, a general idea of what is the nature of the branch to be 
pursued. This can be done only by showing the connection 
of the branch with the other branches of the whole ortho- 
static tree. 

Using the tree-map here following, an enlarged copy of 

which should hang in every school-room, ask your class (as 

the first exercise) to help you organize the particulars — say 

cal, f , 5, re, sjiper, pansy, water, b, He, e, SOO, a, rose, o, g in 

7 



98 



THE SYSTEM METHOD. 



sign, liver, eye, 6, ^, H and O in H-0, Na and CI in NaCl, 
rtm, of, un and health and ful and ness in unhealthfulness, 
1000, or any line, surface, or solid. 

Go from the body thing up the tree, which is to be your 




LEARNER'S WORKI-TREE. 
Copyright, 1886, by I. E. T\TLSON. 



guide or program of work. As thus Avorked out by teacher 
and class, and written on the blackboard or merely traced 
up the limbs of the tree by teacher, this first introductory, 
or bird's-eye-view, lesson will appear about as follows (the 
teacher may omit anything not familiar to him) : — 



BIRD'S-EYE VIEW. 



99 



Cat 


= Thing, qualitative. 


natural. 


organic, 


animal. 


(zoology). 


Ya 


= Thing, quantitative. 


number. 


discontinuous. 


fractional. 


(arithmetic). 


Re 


= Thing, qualitative. 


lingual. 


etymon, 


prefix. 


(etymology). 


5 


=^ Thing, quantitative, 


number. 


discontinuous. 


integral. 


(arithmetic). 


Super 


^ Thing, qualitative. 


lingual. 


etymon. 


prefix. 


(etymologj-) . 


Pansy 


= Thing, qualitative. 


natural. 


organic. 


plant, 


(botany). 


Water 


= Thing, qualitative, 


natural. 


inorganic, 


molecular. 


(physics). 


B 


= Thing, qualitative. 


lingual, 


letter. 


orthograph, 


(orthography) . 


He 


= Thing, qualitative. 


lingual. 


etymon, 


suffix, 


(etymology). 


E 


= Thing, qualitative. 


lingual. 


letter. 


orthograph. 


(orthography). 


200 


= Thing, quantitative, 


number. 


discontinuous, 


integral, 


(arithmetic). 


A 


^ Thing, qualitative. 


lingual. 


letter. 


orthograph. 


(orthography). 


Rose 


^ Thing, qualitative. 


natural. 


organic, 


plant, 


(botany 1. 





= Thing, qualitative. 


lingual, 


letter, 


orthograph. 


(orthography). 


G 


=- Thing, qualitative. 


lingual. 


apththong, 


ideograph. 


(ideography). 


Liver 


= Thing, qualitative. 


natural. 


organic. 


animal, 


(zoology). 


Eye 


= Thing, qualitative. 


natural. 


organic. 


animal. 


(zoology). 


6 


= Thing, quantitative, 


number, 


discontinuous, 


integral. 


(arithmetic^ . 


% 


= Thing, quantitative, 


number. 


discontinuous. 


, fractional. 


(arithm.e'.ic). 


H 


^ Thing, qualitative. 


natural. 


inorganic. 


atomic, 


(chemistry). 





= Thing, qualitative. 


natural. 


inorganic, 


atomic, 


(chemistry). 


Na 


= Thing, qualitative, 


natural. 


inorganic, 


atomic. 


(chemistry). 


CI 


^ Thing, qualitative, 


natural. 


inorganic, 


atomic. 


(chemistry). 


Run 


= Thing, qualitative, 


lingual. 


vvford, 


fundamental 


1, (grammar) . 


Of 


= Thing, qualitative, 


lingual, 


word. 


connective. 


(grammar). 


Un 


= Thing, qualitative. 


lingual. 


etymon. 


prefix. 


(etymology). 


Health 


= Thing, qualitative. 


lingual. 


etymon. 


root. 


(etymology). 


Ful 


= Thing, qualitative. 


lingual, 


etymon, 


suffix. 


(etymology). 


Ness 


^ Thing, qualitative. 


lingual. 


etymon. 


suffix, 


(etymology). 


1000 


= Thing quantitative, 


number. 


discontinuous 


, integral, 


(arithmetic). 


A line 


^ Thing, quantitative, 


magnitude. 






(geometry). 


A surface = Thing, quantitative, 


magnitude. 






(geometry). 


A sphere = Thing, quantitative. 


magnitude, 






(geometry). 



Thus you lead your class to see what is the place occu- 
pied by the branch of orthography, upon the study of which 
they are about to enter. But do not fail to show how the 
orthographic branch, as shown on page 18, is but the contin- 
uation of the limb, or branch, marked "orthograph" in this 
tree. To do this, you might take any letter, say b, and run 
it entirely up through this general stump tree, and then con- 
tinue up through the orthographic tree. You would, of 
course, proceed thus : B = Thing, qualitative, lingual, letter, 
orthograph, sonant or voiced, subvocal, abrupt, labial, thus 
reaching the last class to which it belongs. In tracing b in 
this way, you will use, of course, first the stump tree, and 
then the orthographic tree, maps of both supposed to hang 
on the school-room walls. 

I do not say that your class will fully understand this 



100 THE SYSTEM METHOD. 

work with the stump tree. I have found in every such trial 
that they understand very little ; but the doctrine that we 
may " never teach a child what it does not fully understand, 
is," as William Henkle, of Ohio, and others have declared, 
" rank educational heresy." This is merely giving the class 
a " balloon view," so to speak, that they may know of their 
whereabouts, in the great tree of knowledge, as they proceed 
with orthography proper. You need not desire or expect 
them fully, or more than very dimly, to understand, just as 
you would not expect a student of Chicago fully to under- 
stand at the first lesson, if, in giving him that first lesson, 
you should elevate him in a balloon, and furnish him with a 
powerful telescope that he might see in what part of this 
great Mississippi Valley Chicago is situated. But, besides 
giving them such.balloon view of the great tree of knowledge, 
this exercise will go a great way to establish their confidence 
in you as a teacher, in your scholarship ; just as it would 
establish your faith in the proficiency and equipment of your 
teacher of Chicago, if, at the outset, having furnished you 
with a powerful telescope, he should pleasantly elevate you 
in a balloon or otherwise to where you could see the relation 
of Chicago to lake. State, Mississippi Valley, and United 
States, the relation of its chief parts to each other, etc. This 
exercise will further give the class a general notion of what 
the organizing, branching, or system, method is, — a method 
the steps in which are determined by and follow the branches 
of the- orthostatic tree. If, however, the teacher be not com- 
petent to trace up the stump tree some such particulars as 
those above traced, let it be wholly omitted. It is in no wise 
essential to good and superior teaching of orthography. The 
first lesson essential will, of course, be to trace from six to 
twenty letters up the orthographic tree proper, or up some 
special branches of this tree. This introductory, or bird's- 
eye-view, lesson is only to be given when the teacher is 
somewhat familiar with all the branches of the great tree of 
knowledge ; it is to be wholly omitted by others. But if 
given, it will serve to indicate to the pupils what place 



INTRODUCTORY LESBOK 101 

orthography occupies among the important branches of 
learning, to establish their faith in the teacher's proficiency 
and scholarship, and to bring about a realizing sense of their 
own ignorance of the whole tree of knowledge — an end as 
worthy as establishing their faith in the teacher's scholarship. 

Bird's-Eye View of the Branching Process. — The sys- 
tem method — organizing, natural, scientific, whole-and-part, 
easy — of learning every branch, is by branching that branch. 
And this organizing, branching, or whole-and-part, method 
comprises two processes of work, both guided, of course, by 
the orthostatic tree, the only representative of a branch whole. 
These two processes correspond to Sir Wm. Hamilton's 
Analysis and Synthesis, which, he declares, are " the two nec- 
essary parts of the same method," the " only possible method 
of philosophy." Both processes are to be guided by the 
orthostatic tree ; either is inefficient without it. Analysis is 
working up the tree whole, synthesis is working down the 
tree whole, of the subject. Analysis is the first step, synthe- 
sis is the last step. But the learner is not only to analyze 
both graphically and orally, but he is likewise to synthesize 
both graphically and orally. I shall give this bird's-eye, or 
general, view, then, in the following order : 1. Written Anal- 
ysis ; 2. Oral Analysis ; 3. Written Synthesis • 4. Oral 
Synthesis. 

Written analysis by the work-tree. — The follow- 
ing will represent the nature of what is to be assigned to 
students in the first part of the school course in orthogra- 
phy : (1.) Cat ; (2.) Bed ; (3.) Gate ; (4.) Cane ; (5.) Bay ; 
(6.) Beef; (Y.) Shop ; (8.) Yeast ; (9.) Bowl ; (10.) Beau ; (11.) 
Eye ; (12.) Adieu ; (13.) Noble ; (14.) Often ; (15.) Agree- 
able ; (16.) Nation; (17.) Filial ; (18.) Quack. 

And the following will represent the nature of the stu- 
dent's work. Observe that this process of work uses the 
tree whole as program, or guide, and runs by analysis from 
the body orthograph up the tree, thus bringing out the at- 
tributes of, or analyzing (from avakveiv, to unloose again, as 
the parts or attributes), each particular assigned to be worked 



103 



THE SYSTEM METHOD. 



up by the class. The written work done by the student in 
this first or analytic part of his school course in orthography 
by this system or organizing method, would appear, in gen- 
eral, about as follows : — 




ORTHOGRAFHIC WORIC-TREE. 

Copyright, 1886, by I. E. "WnLSON. 



I. 


C 


= Letter, 


aspirate, 


abrupt. 


guttural. 






A 


= Letter, 


sonant. 


vocal, 


simple. 


palatal 




T 


= Letter, 


aspirate. 


abrupt. 


dental. 




2. 


B 


= Letter, 


sonant, 


subvocal. 


abrupt, 


labial. 




E 


= Letter, 


sonant. 


vocal, 


simple. 


palatal. 




D 


= Letter, 


sonant, 


subvocal. 


abrupt. 


dental. 



Or, DIGRAPH, DIPHTHONG, TRIGRAPH. 



WRITTEN ANALYSIS. 



103 



3- 


G 


= 


Letter, 


sonant. 


subvocal, 


abrupt, 


guttural. 




A 


= 


Letter, 


sonant, 


vocal, 


simple, 


dental. 




T 


:= 


Letter, 


aspirate, 


abrupt, 


dental. 






E 


= 


Letter, 


aphthong. 








4- 


C 


= 


Letter, 


aspirate, 


abrupt. 


guttural. 






A 


= 


Letter, 


sonant, 


vocal, 


simple. 


dental. 




N 


— 


Letter, 


sonant, 


subvocal. 


continuant, 


dental. 




E 


= 


Letter, 


aphthong. 








5- 


B 


= 


Letter, 


sonant, 


subvocal, 


abrupt, 


labial. 




Ay 


-= 


Digraph, 


sonant, 


vocal, 


simple. 


dental. 


6. 


B 


= 


Letter, 


sonant, 


subvocal, 


abrupt, 


labial. 




Ee 


= 


Digraph, 


sonant, 


vocal. 


simple, 


dental. 




F 


z= 


Letter, 


aspirate, 


continuant, 


labial. 




7- 


Sh 


= 


Digraph, 


aspirate, 


continuant. 


palatal. 









=z 


Letter, 


sonant, 


vocal. 


simple. 


guttural. 




P 


= 


Letter, 


aspirate. 


abrupt. 


labial. 




8. 


Y 


— 


Letter, 


sonant. 


subvocal. 


coalescent. 


dental. 




Ea 


= 


Digraph, 


sonant. 


vocal. 


simple. 


dental. 




S 


= 


Letter, 


aspirate, 


continuant, 


dental. 






T 


= 


Letter, 


aspirate, 


abrupt. 


dental. 




9- 


B 


= 


Letter, 


sonant. 


subvocal, 


abrupt. 


labial. 




Ow 


= 


Digraph, 


sonant. 


vocal, 


simple. 


labial. 




L 


= 


Letter, 


sonant. 


subvocal, 


continuant, 


dental. 


lO. 


B 


=r 


Letter, 


sonant, 


subvocal, 


abrupt, 


labial. 




Eau 


= 


Trigraph, 


sonant, 


vocal. 


simple. 


labial. 


II. 


Eye 


= 


Trigraph, 


sonant. 


vocal. 


compound. 


open. 


12. 


A 


= 


Letter, 


sonant, 


vocal. 


simple. 


guttural. 




D 


= 


Letter, 


sonant, 


subvocal, 


abrupt, 


dental. 




leu 


= 


Trigraph, 


sonant. 


vocal, 


compound. 


close. 


13- 


N 


= 


Letter, 


sonant, 


subvocal. 


continuant, 


dental. 







= 


Letter, 


sonant, 


vocal. 


simple, 


labial. 




B 


= 


Letter, 


sonant. 


subvocal, 


abrupt, 


labial. 




L 


= 


Letter, 


sonant, 


subvocal, 


continuant. 


dental. 




E 


= 


Letter, 


aphthong. 








14. 





= 


Letter, 


sonant, 


vocal. 


simple, 


guttural. 




F 


= 


Letter, 


aspirate, 


continuant, 


labial. 






T 


= 


Letter, 


aphthong. 










E 


= 


Letter, 


aphthong. 










N 


= 


Letter, 


sonant, 


subvocal, 


continuant. 


dental. 


IS- 


A 


= 


Letter, 


sonant, 


vocal. 


simple, 


guttural. 




G 


= 


Letter, 


sonant, 


subvocal, 


abrupt, 


guttural, 




R 


= 


Letter, 


sonant. 


subvocal. 


continuant, 


palatal. 




Ee 


= 


Digraph, 


sonant, 


vocal. 


simple. 


dental. 




A 


= 


Letter, 


sonant. 


vocal, 


simple. 


guttural. 




B 


= 


Letter, 


sonant, 


subvocal, 


abrupt, 


labial. 




L 


= 


Letter, 


sonant, 


subvocal, 


continuant. 


d'ental. 




E 


= 


Letter, 


aphthong. 









104 



THE SYSTEM METHOD. 



i6. N 


= 


Letter, 


sonant, 


subvocal. 


continuant, 


dental. 


A 


= 


Letter, 


sonant. 


vocal, 


simple. 


dental. 


Ti 


= 


Digraph, 


aspirate. 


continuant, 


palatal. 




O 


= 


Letter, 


sonant, 


vocal, 


simple, 


guttural. 


N 


= 


Letter, 


sonant, 


subvocal, 


continuant, 


dental. 


17. F 


= 


Letter, 


aspirate. 


continuant. 


labial. 




I 


= 


Letter, 


sonant, 


vocal. 


simple, 


palatal. 


L 


= 


Letter, 


sonant, 


subvocal, 


continuant, 


dental. 


I 


= 


Letter, 


sonant. 


subvocal, 


coalescent, 


dental. 


A 





Letter, 


sonant. 


vocal, 


simple. 


palatal. 


L 


= 


Letter, 


sonant. 


subvocal, 


continuant, 


dental. 


18. Q 


= 


Letter, 


aspirate, 


abrupt. 


guttural. 




U 


= 


Letter, 


sonant. 


subvocal, 


coalescent, 


labial. 


A 


= 


Letter, 


sonant. 


vocal. 


simple, 


palatal. 


C 


= 


Letter, 


aph thong. 








K 


= 


Letter, 


aspirate. 


abrupt. 


guttural. 





I have now given a general idea only of what is the 
direction and written form of this first of the two processes 
by which the student is to proceed in the mastery of orthog- 
raphy. It is called analysis (avalvsiv, to unloose), because, as 
the student proceeds up the tree program, or guide, he men- 
tally unlooses the several attributes, or characteristics, of the 
particular in hand. Thus of b, the student says, (1.) Letter, 
2.^., written representative of an articulate sound ; (2.) sonant, 
i. e., voiced sound ; (3.) subvocal, i. e., an obstructed voiced 
sound ; (4.) abrupt, i. e., a sound abruptly cut off; (5.) labial, 
i. e., a sound obstructed at the lips {labia). In this analytic, 
or up-the-tree, process, the student thus unlooses in b five 
distinct attributes, or characteristics ; hence, the process is 
called analysis, which means unloosing the attributes, or 
parts, of the whole analyzed. This analytic process, supple- 
mented by the synthetic, or finishing, process, I have called 
the System Method, i. e., the truly organizing method ; be- 
cause every step in either is guided by organizing, or branch- 
ing, particular into organized, or limbed, class — by limbing 
the less into the more comprehensive : so that, when the 
student has finished his study, he carries a mental picture of 
the whole branch as a branch in reality. I shall not stop 
here to re-demonstrate the inestimable value of this ortho- 
static tree in either teaching or constructing the science of 



ORAL ANALYSIS. 105 

orthography. Suffice it here to say that it cannot be less 
valuable and indispensable in teaching orthography than a 
map of the United States in teaching the political geography 
of the United States ; for of this the only representative 
whole that can be made visible to the eye at one view, is the 
United States map, while of orthography the only represent- 
ative whole that can be made visible at one time is the 
orthostatic tree of orthography. Farther on, after the entire 
daily work of the student is made out, I hope to show how 
every demand of logician, psychologist, and educator, — every 
demand of the perfect method, — is fully met in this invention 
of the orthostatic work-tree, the logical product of the dis- 
covery that every possible act of thought limbs particular 
through and into class. 

Oral analysis by the work-tree.— Neither am I 
here to digress to explain how the student is led up to the 
power of working out this oral analysis, as it here follows. 
This will be explained farther on. Remember that I wish 
here to give a bird's-eye view merely, ^ — to give the features 
of the student's organizing work in dim aspect only, — reserv- 
ing a full explanation of the superior riches of the method 
until the complete work of the student shall have been given. 
The typical form of this oral analysis, then, would be what 
follows. Observe that it, too, proceeds by coherent speech 
tip the orthographic tree, unloosing the attributes of the 
particular in hand precisely in the same order as unloosed in 
the written analysis. 

Program Made up from Work-Tree.- — 1. the i. Antecedent. 

2. Base. 

3. Consequent. 

2. Is a I. Vowel, 4. Trigraph, 3. Representing 1. Its own proper sound, or 

2. Consonant, 5. Apththong, 2. What sound of what letter. 

3. Digraph, 6. Diphthong. 

4. Which is a I. Simple vocal, 5. i- Perfectly obstructed at the (I.) Lips, 

2. Compound vocal, 2. Partially obstructed at the (2.) Teeth, 

3. Subvocal, 3. Molded (not obstructed) at the (3.) Hard palate, 

4. Aspirate. (4.) Soft palate. 

6. Producing a I. Labial, 7. And an i. Abrupt. 

2. Dental, 2. Continuant. 

3. Palatal, 3. Coalescent. 

4. Guttural. 



106 TEE SYSTEM METHOD. 

Take now, for representative particulars to be assigned to 
the class to be orally analyzed, the letters of the following 
words, which are the same words used above in the written 
analysis : (1.) Cat ; (2.) Gate ; (3.) Boy ; (4.) Beef; (5.) Shop ; 
(6.) Yeast ; (7.) Beau ; (8.) Eye ; (9.) Often ; (10.) Agree- 
able ; (11.) Nation ; (12.) Ocean ; (13.) Filial ; (14.) Quack. 

The Words A7ialyzed.—\. C, the antecedent of the base, 
is a consonant, representing its own hard sound (enunciate 
that sound), which is an aspirate perfectly obstructed at the 
soft palate, producing a guttural and an abrupt. 

Note. — Observe how, as the language proceeds, the thought con- 
stantly ascends to the top of the tree, thus unfolding, (i) consonant, 
(2) aspirate, (3) guttural, (4) abrupt, as marks, or attributes, of c, 
which marks, taken together, constitute its "whole of content," and 
completely identify or individualize it. Observe, especially, how- 
ever, that this oral analysis not only requires the student to discover 
these four attributes of c, but that it presupposes and prerequires, on 
the student's part, before recitation hours, a ^^/;z^ mastery of ^. But 
mark that this doing mastery, which is able thus freely to talk about 
a problem of any kind, is a mastery of such problem from all sides. 
Such all-sided work and mastery is not to be attained except by a sys- 
tem-guided method of work. The perfectly all-sided knowledge of 
the orthographic materials will, however, only come after the student 
has been made proficient in the second, or synthetic, process, yet to 
be illustrated. 

A, the base, is a vowel, representing its own short 
sound a (enunciate), which is a simple vocal molded at the 
hard palate, producing a palatal and a continuant. 

T, the consequent of the base, is a consonant, repre- 
senting its own proper sound t (enunciate), which is an aspi- 
rate perfectly obstructed at the teeth, producing a dental and 
an abrupt. 

2. G, the antecedent of the base, is a consonant, repre- 
senting its own hard sound g (enunciate), which is a subvocal 
perfectly obstructed at the soft palate, producing a guttural 
and an abrupt. 

A, the base, is a vowel, representing its own long sound 
a (enunciate), which is a simple vocal molded at the teeth, 
producing a dental and a continuant. 



ORAL ANALYSIS. lOY 

T, the immediate consequent of the base, is a conso- 
nant, representing its own proper sound t (enunciate), which 
is an aspirate perfectly obstructed at the teeth, producing a 
dental and an abrupt. 

E, the remote consequent of the base, is an aphthong. 

3. B, the antecedent of the base, is a consonant, repre- 
senting its own proper sound b (enunciate), which is a sub- 
vocal perfectly obstructed at the lips, producing a labial and 
an abrupt. 

Oy, the base, is a diphthong, representing its own 
proper sound ai (enunciate), which is a compound vocal 
molded at the soft and hard palates, producing a palato-gut- 
tural and a continuant. 

4. B, the antecedent of the base, is a consonant, repre- 
senting its own proper sound b (enunciate), which is a sub- 
vocal perfectly obstructed at the lips, producing a labial and 
an abrupt. 

Ee, the base, is a vowel digraph, representing the long 
sound of e (enunciate), which is a simple vocal molded at the 
teeth, producing a dental and a continuant. 

F, the consequent of the base, is a consonant, represent- 
ing its own proper sound f (enunciate), which is an aspirate 
partially obstructed at the lips, producing a labial and a con- 
tinuant. 

5. Sh, the antecedent of the base, is a consonant digraph, 
representing its own proper sound sh (enunciate), which is 
an aspirate partially obstructed at the hard palate, produc- 
ing a palatal and a continuant. 

O, the base, is a vowel, representing its own short sound 
6 (enunciate), which is a simple vocal molded at the soft pal- 
ate, producing a guttural and a continuant. 

P, the consequent of the base, is a consonant, represent- 
ing its own proper sound p (enunciate), which is an aspirate 
perfectly obstructed at the lips, producing a labial and an 
abrupt. 

6. Y, the antecedent of the base, is a consonant, repre- 
senting its own proper sound y (enunciate), which is a sub- 



108 THE SYSTEM METHOD. 

vocal partially obstructed at the teeth, producing a dental 
and a coalescent. 

Ea, the base, is a vowel digraph, representing the long 
sound of e (enunciate), which is a simple vocal molded at the 
teeth, producing a dental and a continuant. 

S, the immediate consequent of the base, is a consonant, 
representing its own proper sound s (enunciate), which is an 
aspirate partially obstructed at the teeth, producing a dental 
and a continuant. 

T, the remote consequent of the base, is a consonant, 
representing its own proper sound t (enunciate), w^hich is^an 
aspirate perfectly obstructed at the teeth, producing a den- 
tal and an abrupt. 

Y. B, the antecedent of the base, is a consonant, repre- 
senting its own proper sound b (enunciate), "which is a sub- 
vocal perfectly obstructed at the lips, producing a labial and 
an abrupt. 

Eau, the base, is a vowel trigraph, representing the 
long sounds of o (enunciate), which is a simple vocal molded 
at the lips, producing a labial and a continuant. 

8. Eye, the base, is a vowel trigraph, representing the 
long sound of i {= ae, enunciate), which is a compound 
vocal molded at the soft palate and the teeth, producing a 
dento-guttural and a continuant. 

9. O, the base of the first syllable, is a vowel, represent- 
ing its own short sound o (enunciate), which is a simple 
vocal molded at the soft palate, producing a guttural and a 
continuant. 

F, the immediate consequent of the first syllable, is a 
consonant, representing its own proper sound f (enunciate), 
which is an aspirate partially obstructed at the lips, produc- 
ing a labial and a continuant. 

T, the remote consequent of the base of the first sylla- 
ble, is an aphthong. 

E, the antecedent of the subvocal base of the second 
syllable, is an aphthong. 

N, the subvocal base of the second syllable, is a con- 



ORAL ANALYSIS. 109 

sonant, representing its own proper sound n (enunciate), 
which is a subvocal partially obstructed at the teeth, produc- 
ing a dental, a continuant, and a nasal. 

10. Ee, the base of the second syllable, is a vowel digraph, 
representing the long sound of e (enunciate), which is a sim- 
ple vocal molded at the teeth, producing a dental and a con- 
tinuant. 

L, the subvocal base of the third syllable, is a conso- 
nant, representing its own proper sound 1 (enunciate), which 
is a subvocal partially obstructed at the teeth, producing a 
dental, a continuant, and a liquid. 

E, the consequent of the base of the third syllable, is 
an aphthong. 

11. Ti, the antecedent of the base of the second syllable, 
is a consonant digraph, representing the sound of sh (enun- 
ciate), which is an aspirate partially obstructed at the hard 
palate, producing a palatal and a continuant. 

12. Ce, the antecedent of the base of the second syllable, 
is a consonant digraph, representing the sound of sh (enun- 
ciate), which is an aspirate partially obstructed at the hard 
palate, producing a palatal and a continuant. 

13. I, the antecedent of the base of the second syllable, is 
a consonant, representing the sound of y (enunciate), which 
is a subvocal partially obstructed at the teeth, producing a 
dental and a coalescent. 

14. U, the immediate antecedent of the base, is a conso- 
nant, representing the sound of w (enunciate), which is a 
subvocal partially obstructed at the lips, producing a labial 
and a coalescent. 

I have now shown, imperfectly, what analysis is, — how by 
means of the learner's work-tree, by working upward, or ana- 
lytically, we unloose the attributes of a letter. But to con- 
stitute that whole-and-part, or truly organizing, method, 
which I have called the System Method, requires both analy- 
sis and synthesis. We have to work both up and down the 
orthographic tree before we are able to see the " one in the 
many " — before we can fully understand the class parts. 



110 THE SYSTEM METHOD. 

labial, abrupt, subvocal, sonant, letter, etc., as mutually re- 
lated branch parts of one single tree, or guiding, whole. Ob- 
serve that all the thinking of life runs down, not up, the tree. 
We think down the tree : b \s s, labial, b is an abrupt, b is a 
subvocal, <5 is a sonant, b is an orthograph, b \s 3. letter, thus 
thinking always down the tree from particular to class. We 
cannot reverse our thinking, and say, A letter is b, a sonant 
is b, a subvocal is b, etc. ; because such statements are false. 
Thus, since all life's doing is guided by thinking, and all 
thinking is false that goes not down the tree from particular 
to class, to prepare them for life we are to make our pupils 
proficient in thinking down the tree ; i. e., in synthesizing, or 
seeing all the classes (labial, abrupt, subvocal, sonant, and 
letter) under one and the same view. 

Thus, in running b down the tree, to get started is to see 
beforehand every class, or attribute (labial, abrupt, subvocal, 
sonant, and letter), at one view. To see merely that b \s 3. 
labial, and start down on any top branch labial, is not suffi- 
cient ; for/ and m are likewise labials. It is not even suffi- 
cient at one view to see two attributes — to see b as being (1) 
labial, (2) abrupt ; for /, also, has both these marks, or attri- 
butes. It is only sufficient, when we see b in any one class 
branch, therein to see b in every class branch ; i. e., in the 
whole tree of class branches ; just as with our eyes fixed on 
any one part or organ in a familiar whole, say a man whole, 
we can instantly put our fingers on any other organ or part 
of such man whole, even without changing our eyes from 
such part on which they are first fixed. Should student see 
in b only these two attributes (labial and abrupt), he would 
be as likely to start down at the /-limb as at the b-Yimb ; 
but should he start down the /-branch, at the third step he 
would run into aspirate, and thus make the mistake of calling 
b an aspirate. In order to get started in the right place, and 
see and tell the truth of b, the student must see down the 
tree at least three attributes (class branches) at one view, or 
mental glance. He must see b as (1) labial, (2) abrupt, (3) 
subvocal. But the same view that sees these three top 



STJVTIIESIS AFTEB ANALYSIS. m 

branches, will always see sonant and letter (or orthograph) 
as a fourth and a fifth class, or branch ; just as a view that 
sees a finger, sees also the hand of which that finger is a part. 
When we see an ear by itself, such ear, we say, " is off" 
Thus, before the student knows b down the tree as he must 
think it in life ; that is to say, before the student can know 
b as he must think b every time he ever thinks about it in a 
rational and comprehending thought, he must be able to 
synthesize its attributes (z. e., its classes) — must be able to 
see these attribute classes (labial, abrupt, subvocal, sonant, 
and letter) at one mental view. So that the second, last, and 
elaborating process of learning is synthesis. 

Neither shall I again digress to demonstrate that all effi- 
cient synthesis in orthography, is impossible without the aid 
of the learner's work-tree ; for no mind can effectively con- 
template five attributes (labial, abrupt, subvocal, sonant, let- 
ter) together, except as the attributes, or classes, may be 
seen as corresponding to the connected parts of some natu- 
ral and familiar whole. But the tree is the only natural 
whole in the universe of familiar system wholes whose parts 
are so connected as at all to represent such attributes, or 
classes, together in one view. By means of the learner's 
work-tree, however, we are not only able mentally to see 
these attributes (class branches) at one view, but, by means 
of such tree, we are able both rationally to learn and tena- 
ciously to remember how to decide any question concern- 
ing b which can. be answered by down-the-tree, i. e., sane, 
thought. 

No Current Method Correct. — But (1.) since all life's think- 
ing and remembering of ^-classes (/. e., (^-attributes) is syn- 
thesis, as I have in different places shown, and as Mr. Spen- 
cer, Sir Wm. Hamilton, and all authority agree ; and (2.) 
since all comprehending synthesis of (^-classes (/. e., (^-attri- 
butes) is impossible without the aid of the work-tree ; there- 
fore, (3.) no current school method of learning and remem- 
bering b (or other orthographic units) is the correct one ; for 
no current school method uses such orthographic tree as 



112 THE SYSTEM METHOD. 

guide, or instrument, by means of which alone such rational 
and efficient synthesis is possible. 

Herbert Spejicer: "The analytical habit of mind has to 
be supplemented by the synthetical habit of mind. Seen in 
its proper place, analysis has for its chief function to prepare 
the way for synthesis ; and to keep a due mental balance, 
there must be not only a recognition of the truth that syn- 
thesis is the end to which analysis is the means, but there 
must also be a practice of synthesis along with a practice of 
analysis." — The Study of Sociology. 

Sir Wm. Hamilton : " This is the fundamental procedure 
of philosophy, and is called by a Greek term. Analysis. But 
though analysis is the fundamental procedure, it is still only 
a means toward an end. We analyze only that we may 
comprehend (synthesize, kiiow, or reason) ; and we compre- 
hend only inasmuch as we are able to reconstruct (synthe- 
size), in thought, the complex effects which we have ana- 
lyzed into their elements. This mental reconstruction is, 
therefore, the final, the consummative, procedure of philoso- 
phy, and it is familiarly known by the Greek term, Synthesis. 
Analysis and synthesis, though commonly treated as two 
different methods, are, if properly understood, only the two 
necessary parts of the same method. Each is the relative 
and correlative of the other. Analysis without a subsequent 
synthesis, is incomplete ; it is a means cut off from its end. 
Synthesis without a previous analysis, is baseless ; for syn- 
thesis receives from analysis the elements which it recom- 
poses. And as synthesis supposes analysis as the prerequi- 
site of its possibility, so it is also dependent on analysis for 
the qualities of its existence. The value of every synthesis 
depends upon the value of the foregoing analysis. . . . 

" These two relative procedures are thus equally necessary 
to each other. On the one hand, analysis without synthesis 
affords only a commenced state, only an incomplete knowl- 
edge ; on the other, synthesis without analysis is a false 
knowledge, that is, no- knowledge at all. Both, therefore, 
are absolutely necessary to philosophy ; and both are, in 



SYNTHESIS AFTER ANALYSIS. 113 

philosophy, as much parts of the same method as, in the an- 
imal body, inspiration and expiration are of the same vital 
function. But though these operations are each requisite to 
the other, yet were we to distinguish and compare what 
ought only to be considered as conjoined, it is to analysis 
that the preference must be accorded. An analysis is al- 
ways valuable ; for though now without a synthesis, this 
synthesis may at any time be added ; whereas a synthesis 
without a previous analysis is radically and al^ initio null. 

"So far, therefore, as regards \\\q first end of philosophy, 
or the discovery of causes, it appears that there is only one 
possible method, — that method of which analysis is the foun- 
dation, and synthesis the completion. In the second place, 
considering philosophy in relation to its second end, the car- 
rying up our knowledge into unity, the same is equally ap- 
parent." — Bowefts Hamilton's Metaphysics, pp. 61, 62. 

If it is true, as Sir Wm. Hamilton avers, — 

1. That analysis and synthesis are " the two necessary 
parts of the same method ;" 

2. That " analysis without synthesis affords only a com- 
menced state of knowledge ;" 

3. That " synthesis without analysis is no knowledge at 
all ; " 

4. That this analysis-synthesis method is " the only pos- 
sible method " of learning and remembering, — the only possi- 
ble method in unifying as well as in first discovering the 
things to be learned and remembered, — 

If these things are true, how essential, how indispensable, 
to rational teaching, that teachers understand what rational 
analysis and rational synthesis are ! To this end, consider 
earnestly this up-the-tree process ; for it involves true analy- 
sis, and plainly explains what true analysis is. We are to 
read up the tree thus : F= (1) thing, (2) qualitative, (3) lin- 
gual, (4) letter, (5) orthograph, (6) aspirate, (7) continuant, 
(8) labial. Now, in this up-the-tree inquiry, we have thus 
unloosed eight attributes of/" by the process of analysis (from 
avalvELv, to loose again). Mark, however, that when we call 



114 THE SYSTEM METHOD. 

this process " analysis," we suppose there to be eight different 
and successive acts of the mind, the first determining whether 
/is a thing ; the second, whether /"is a qualitative thing ; the 
third, whether/ is a letter ; the sixth, whether/ is an aspi- 
rate ; the eighth and last, whether / is a labial. Any act 
that views two, three, or more of these eight attributes, or 
classes, under one single view — at one single mental act, — is 
not analysis, but synthesis (from cwridevai, to place together). 
But that synthesis which is of the greatest value in remem- 
bering, discovering, or inventing, — the synthesis of the sys- 
tem, z. e., truly organizing method, — is that which begins at 
the branch tops and proceeds downward under the guidance 
of the work-tree. This is the only scientific, or system, syn- 
thesis, the only perfectly organizing synthesis ; for it is the 
only synthesis in which the student sees the whole of the 
branch at one contemplation. 

The student may see / at one mental glance as both 
labial and continuant ; but, unless he has a mental picture of 
/including labial, continuant, and also aspirate, he has no 
comprehending view of the branch whole ; for there are 
other branches (as /;« and z^) in the orthographic whole, that, 
for two branches downward, are likewise in the classes labial 
and continuant. But mark that that synthesis which sees/ 
as labial, continuant, and also aspirate, sees /as labial, con- 
tinuant, and also not-subvocal and not-vocal (for aspirate is 
both not-subvocal and not-vocal) ; that is, that mental syn- 
thesis which sees /on the continuous branch running down 
as labial, continuant, and aspirate, sees the relation of this 
/-branch to the subvocal (or m-v) branch, and also to the 
vocal branch ; that is to say, such view sees, in a way, the 
entire orthographic tree whole, and therein itself, subvocal 
branch, and vocal branch, as the parts of such whole. And 
now mark that such synthesis, or part-and-whole view, sees 
not merely what are the parts and the whole, but also the 
position of the parts in the whole ; so that, if asked to point 
to the <5-part (<5-branch), the .y-branch, or the /-branch, the 
student could instantly point it out in the tree. Thus, when 



SYKTHESIS SEES THE POSITION. 115 

we really see a man whole, we can instantly point out his 
eye, arm, ear, foot, etc. ; for to see the man whole is to see 
the position of the parts. So to see the orthographic whole 
is to see the position of the parts. Such synthesis, therefore, 
as is guided by the sensible tree, and begins at the tops of 
the branches, — such synthesis alone gives mental grasp of 
part and whole. If it be mentioned that all authorities agree 
that all reasoning about, all thinking of, all remembering of, 
b, t, s,f, etc., must be real and rational, or false and irra- 
tional, just accordingly as they are thought of as whole and 
connected parts, or only as disconnected things, judge what 
is the value of such synthetic exercises thus leading to such 
system-knowing knowledge of s, t,f, etc., as enables student 
to place them in his mental orthographic whole, and therein 
easily to use them wherever life requires. What the compass 
is to the mariner, the class-branch work-tree is to the learner 
— the brancher. 

Written synthesis by work-tree. — I have now dis- 
cussed briefly the nature and relation of synthesis and anal- 
ysis as the two complemental parts of the organizing method 
— parts called by Hamilton the "necessary parts" of the 
" only possible method " to be called rational or true. I have 
given the student's work thus far, only for the first, or ana- 
lytic, process. I am now to give a bird's-eye view of what 
the student's work is in this second, last, or synthetic, process 
of the organizing method. For this, I shall use the same par- 
ticulars used in giving a view of the general nature of analy- 
sis : (1.) Cat ; (2.) Bed ; (3.) Gate ; (4.) Cane ; (5.) Boy ; (6.) 
Beef; (T.) Shop; (8.) Yeast; (9.) Bowl; (10.) Beau; (11.) 
Eye ; (12.) Adieu ; (13.) Noble ; (14.) Often ; (15.) Agree- 
able ; (16.) Nation ; (17.) Filial ; (18.) Quack. 

In this first exercise in written synthesis, the pupil is to 
be guided by the work-tree, stripped of such attribute, or 
class, names as are used by the memory in connecting par- 
ticular with class — particular in hand with the main branches 
of the orthographic system, or tree. The tree is also best 
used when reversed thus : — 



116 



THE SYSTEM METHOD. 



The student's work in learning will appear, of course, as 
follows : — 



T^ , J3 ^ 




ORTHOGRAPtilC SYNTHESIS TREE. 

Copyright, 1886, by I. E. WILSON. 



c 


= 


Guttural, 


abrupt, 


aspirate. 


letter. 




A 


= 


Palatal, 


simple. 


vocal, 


sonant. 


letter 


T 


= 


Dental, 


abrupt, 


aspirate, 


letter. 




B 


= 


Labial, 


abrupt. 


subvocal. 


sonant, 


letter. 


E 


= 


Palatal, 


simple. 


vocal, 


sonant, 


letter. 


D 


=, 


Dental, 


abrupt, 


subvocal. 


sonant, 


letter 


G 


= 


Guttural, 


abrupt, 


subvocal, 


sonant, 


letter 



WRITTEN SYNTHESIS. 



11^ 





A 


= 


Dental, 


simple, 


vocal. 


sonant, 


letter. 




T 


= 


Dental, 


abrupt, 


aspirate. 


letter. 






E 


= 


Aphthong, 


letter. 








4- 


C 


= 


Guttural, 


abrupt, 


aspirate, 


letter. 






A 


= 


Dental, 


simple, 


vocal. 


sonant. 


letter. 




N 


= 


Dental, 


continuant, 


subvocal. 


sonant. 


letter. 




E 


== 


Aphthong, 


letter. 








5- 


B 


= 


Labial, 


abrupt. 


subvocal. 


sonant. 


letter. 




Oy 


= 


Open, 


compound. 


vocal, 


sonant. 


digraph. 


6. 


B 


^ 


Labial, 


abrupt. 


subvocal, 


sonant. 


letter. 




Ee 


= 


Dental, 


simple. 


vocal. 


sonant. 


digraph. 




F 


= 


Labial, 


continuant. 


aspirate. 


letter. 




7- 


Sh 


= 


Palatal, 


continuant, 


aspirate, 


digraph. 









= 


Guttural, 


simple. 


vocal, 


sonant, 


letter. 




P 


== 


Labial, 


abrupt. 


aspirate, 


letter. 




8. 


Y 


= 


Dental, 


coalescent, 


subvocal, 


sonant. 


letter. 




Ea 


= 


Dental, 


simple. 


vocal. 


sonant. 


digraph. 




S 


= 


Dental, 


continuant, 


aspirate. 


letter. 






T 


= 


Dental, 


abrupt. 


aspirate. 


letter. 




9- 


B 


= 


Labial, 


abrupt. 


subvocal. 


sonant, 


letter. 




Ow 


= 


Labial, 


simple, 


vocal. 


sonant. 


digraph. 




L 


= 


Dental, 


continuant, 


subvocal, 


sonant. 


letter. 


lO. 


B 


= 


Labial, 


abrupt, 


subvocal, 


sonant. 


letter. 




Eau 


= 


Labial, 


simple. 


vocal. 


sonant. 


trigraph, 


II. 


Eye 


= 


Open, 


compound. 


vocal, 


sonant. 


trigraph. 


12. 


A 


= 


Guttural, 


simple. 


vocal. 


sonant. 


letter. 




D 


= 


Dental, 


abrupt, 


subvocal. 


sonant. 


letter. 




leu 


= 


Close, 


compound. 


vocal, 


sonant. 


trigraph. 


13- 


N 


= 


Dental, 


continuant. 


subvocal, 


sonant. 


letter. 







= 


Labial, 


simple. 


vocal. 


sonant. 


latter. 




B 


= 


Labial, 


abrupt. 


subvocal. 


sonant. 


letter. 




L 


= 


Dental, 


continuant. 


subvocal, 


sonant. 


letter. 




E 


= 


Aphthong, 


letter. 








14. 





= 


Guttural, 


simple, 


vocal. 


sonant. 


letter. 




F 


= 


Labial, 


continuant. 


aspirate. 


letter. 






T 


= 


Dental, 


abrupt, 


aspirate. 


letter. 






E 


= 


Aphthong, 


letter. 










N 


= 


Dental, 


continuant. 


subvocal. 


sonant, 


letter. 


16. 


N 


= 


Dental, 


continuant. 


subvocal. 


sonant. 


letter. 




A 


= 


Dental, 


simple. 


vocal, 


sonant, 


letter. 




Ti 


= 


Palatal, 


continuant. 


aspirate. 


digraph. 









= 


Guttural, 


simple, 


vocal, 


sonant. 


letter. 




N 


= 


Dental, 


continuant. 


subvocal. 


sonant, 


letter. 


18. 


Q 


= 


Guttural, 


abrupt. 


aspirate. 


letter. 






u 


= 


Labial, 


coalescent. 


subvocal. 


sonant. 


letter. 




A 


= 


Palatal, 


simple, 


vocal, 


sonant, 


letter. 




C 


= 


Aphthong, 


letter. 










K 


= 


Guttural, 


abrupt, 


aspirate, 


letter. 





118 THE SYSTEM METHOD. 

Of course, in thus doing" this downward, or synthetic, 
branching, or tracing, of the particulars assigned for his learn- 
ing exercises, the student is not expected to turn to the 
analysis tree, which has all the middle class-branches named. 
He is to be directed by the teacher to use the synthesis tree 
alone, the value of this written synthesis consisting in this 
one feature, that the learner would be forced, by the absence 
of the class names from these middle class-branches, to syn- 
thesize abrupt, subvocal, and sonant ; coalescent, subvocal, 
and sonant, etc., etc., in order to trace the particular through 
at all. This exercise is, as is every system-guided exercise, 
an advancing to the more difficult to be remembered from 
the less difficult to be remembered — from the more perfectly 
known to the less perfectly known — from the known to the 
unknown. That all the letters assigned are letters cannot 
be forgotten. That they are likewise labial, dental, palatal, 
or guttural, cannot be forgotten by the student who has 
already done the work to be done under the guidance of the 
analysis tree ; for there he worked out, with his own lips, 
teeth, and palates, the facts of labial, dental, palatal, and 
guttural ; and like walking, sewing, violin-playing, or any 
other such worked-out activity, it will never be forgotten. It 
is from these top branches, then (labial, dental, palatal, and 
guttural), that this synthesis is to start in the work of sup- 
plying the missing branches of the system. It is these mid- 
dle branches, connecting the particulars with the unit of the 
science, or system, that bind the orthographic materials into 
such science-system tree, by means of which alone the mind 
can either learn or remember them. Since these middle 
branches, or members, are the parts most difficult to learn, 
i. e., to branch, and therefore most difficult to remember, i. e., 
to re-branch, the student is here to be thoroughly drilled in 
using this synthesis tree, which is the learner's instrument 
in re-branching, or remembering ; for it is the supplying 
of missing parts (branches), the re-branching of missing 
branches, in which this synthesis exercise, as well as 
all rememoering, consists. The evident reason that a 



OEAL SYNTHESIS 119 

downward branching on the analysis tree would not effect 
this same end, is because in that tree these middle missing 
branches are supplied — are already re-branched ^^remem- 
bered). 

Oral synthesis by means of work-tree. — It is to be 
carefully observed that the science-system, or class-branch, 
tree is not only the end but also the means. Orthography 
is a tree, — a tree whose trunk is the class letter, and whose 
branches are all class branches, branches of the tree-trunk 
class, letter. And because orthography is a tree, or branch, 
the orthographic branch is not only the science (branch) to 
be learned (branched), but is also the means by which learn- 
er's learning — brancher's branching — is to be accomplished. 
All thinking (branching) is down the branch ; and so, there- 
fore, is all reasoning, all knowing, all remembering. Now, the 
object of this synthetic exercise is to think (branch) down 
the tree, again down the tree, and so continue this branching, 
till learner (brancher) can hold the whole of the orthographic 
system in mind as a mental orthographic branch (tree). It 
is the incalculable disadvantage and the no-process-of-work 
misfortune of modern science that learner quits his learning 
(branching) utterly without this mental branch in mind. By 
all methods, modern or ancient, student learns letters as be- 
longing in a few classes, — disconnected classes, — and stops 
there ; whereas, not unless a second step be taken, in which 
student learns these classes as being branches of higher 
classes (branches), and these higher branch-classes as 
branches of the highest class, a branch or tree trunk, — not 
unless this second step be taken, is learner able either effi- 
ciently to know, remember, or teach such branch of learning ; 
for he can never really know what the true process of learn- 
ing (branching) is, until he gets all the classes branched to- 
gether in the unity of the tree, so that branching is possible. 
This up-the-tree process, here called branching, is impossible 
until the tree exists up which to branch, i. e., up which to 
trace particular through its classes. 

In the synthesizing process, the student is able at first to 



120 THE SYSTEM METHOD. 

see together (z. e., synthesize) but two or three branches ; 
but through the instrumentality of the tree, by practice, he 
will eventually be able to see {i. e., synthesize) every class 
branch, and therein every attribute, of the particular with 
which he starts at the top, down to the highest class branch, 
the tree trunk. Finally he will be able to synthesize all the 
attributes {i. e., to synthesize all the classes) of any letter ; 
that is, to see any top branch entirely through the tree to tree 
trunk at one view. Then, but not till then, does he see 
whole in part and part in whole. The orthographic system 
thus becomes, to the student, more and more a perfectly or- 
ganized whole, or unit, till finally it appears in the student's 
mind, or mental picture, as a tree system, a science in reality. 
The student has now reached the "second end" of Sir Wm. 
Hamilton's " only possible " perfect knowledge of orthog- 
raphy ; since his knowledge is thus " carried into unity," and 
he sees "the one [the tree] in the many" as plainly as he 
could see the natural tree itself 

But not to digress further : it has already been shown 
that that synthesis which sees clear down the tree, sees 
more or less perfectly the whole tree, or science system. 
The plain truth that any vision really seeing the whole, 
must needs see likewise all the parts of which such whole is 
a whole, was also pointed out. It was further pointed out 
that to see the whole is not only to see the parts, but also, if 
the whole is distinctly seen, to see the position of the parts. 
Now this is the crucial test of the learner's proficiency in any 
branch : Ask him what is t)\& position of the parts of the whole. 
And this placing, or instantaneous pointing, of the parts is 
the work of oral synthesis. Hang the analysis tree map be- 
fore the student, name for him a word, say cat, and let him 
spell it over the top of the tree by pointing out the posi- 
tion, in the tree, of c, a, and t, in their regular order, and 
as rapidly as he is able. The class, having practiced at their 
study seats with the words assigned to them by the teacher, 
are, at the recitation hour, to exhibit to the teacher whatever 
of rapidity they may have acquired by such practice. With 



1. 


Cat = k 


a 


t 


2. 


Bed = b 


e 


d 


3. 


Gate = g 


a 


t 


4. 


Cane ^ -e 


a 


n 


5. 


Boy = b 


oi 




6. 


Beef = b 


e 


f 


Y. 


Shop = sh 





P 


8. 


Yeast = y 


e 


s 


9. 


Bowl = b 





1 



SPELLING OVER THE TREE- TOP. joi 

the words used above in written synthesis, giving sometimes 
another letter, if it represents the same sound, the student's 
pointer would run over the tree top thus : — 

10. Beau = b 6 

11. Eye = 1 
aph. 13. Adieu = a d ii 

n aph. 13. Noble = n 5 b 1 aph. 

14. Often = o f aph. aph. n 

15. Nation = n a sh u n 

16. Fihal = f i 1 y a 

17. Quack = kwa aph. k 

The reader should not fail to realize that no synthesis is 
perfect until the pupil sees part and whole so plainly that he 
can instantly point out the position of any part in the whole. 
Whoever sees the whole of a horse, sees every part of that 
horse ; and whoever sees every part of a horse, in the same 
synthetic act sees the position of every part of that horse. 
It is plain, even to one not' accustomed to critical thinking, 
that the student seeing at one mental act every part of a 
system, or whole, will be able instantly to point out any part 
included by such whole. Evidently, the true test as to 
whether the student actually synthesizes all the parts, is the 
question whether he is able instantly to point out the differ- 
ent parts in rapid succession. Evidently, therefore, the cru- 
cial test of whether a student understands the science-system 
whole of orthography, is whether he is able rapidly to spell 
a word of letters over the top of the tree. 

The Student Now Knows Part and Whole.— It has 

been demonstrated, what every reader well understands, 
that, by the current methods of teaching orthography, not 
even the advanced student ever perceives what is the ortho- 
graphic whole ; and not perceiving the whole, neither teacher 
nor pupil ever detecting that there is such a thing as an or- 
thographic whole, the study of orthography is finished, 
teacher and pupil alike ignorant that the branch-parts. 



122 THE SYSTEM METHOD 

sonant, subvocal, vocal, aspirate, abrupt, continuant, coales- 
cent, etc., are parts at all. By the current method, without 
the science-system tree, the student of the orthography tree 
whole, when " through," knows not — mark it well — that 
sonant, vocal, dental, coalescent, diphthong, etc., are parts 
of one tree whole ! What if a student of the New York City 
whole, when through, should not know that railroad,, lake, 
house, park, sidewalk, street-car, depot, drive, grove, etc., 
are parts of one city whole ! Without the sensible tree, by 
the current method the student of the orthographic tree 
whole finishes his study, and is "promoted," not even know- 
ing what such orthographic whole which he has been learn- 
ing is like — whether like a tree, a city, a man, or what ! 
What if a student of the New York City whole should finish 
his study and ask to be promoted, not even knowing what 
such New York whole which he has been learning is like — 
whether like a city, a tree, a man, or what ! Without the 
guiding tree, no student of orthography can know, not even 
after finishing his learning and securing his promotion (for 
without the tree no student has ever to this day found out), 
that such a thing as an orthographic whole has any ex- 
istence ! What if a student of New York, after " finish- 
ing" his work of learning, should be found not to know 
that such a thing as a New York whole has any existence ! 
Students of orthography, the world over, do never see 
sonant, vocal, subvocal, coalescent, abrupt, continuant ; aspi- 
rate, abrupt, continuant, coalescent, etc., as parts of what 
they really are — parts of the whole orthographic tree ! What 
if students of New York did never see railroad, lake, depot, 
park, building, etc., as parts of what to the mind they are — 
parts of a whole city! What if students of the skeleton did 
never see tibia, fibula, femur, pelvis, radius, ulna, humerus, 
occipital, and turbinated bones, etc., etc., as parts of what to 
the mind they really are — parts of the skeleton ! What if 
students of Cape Flattery, Mt. Tyndall, Red River, Cape 
Cod, Lake Champlain, Great Basin, Yellowstone Park, Phil- 
adelphia, Great Salt Lake, Cape Sable, Mt. Washington, 



TREE, CITY, U. S. MAP. 123 

Dead Man's Valley, Mammoth Cave, New York, Pike's Peak, 
New York Bay, Pictured Rocks, Mt. St. Bernardino, Niagara 
Falls, Black Hills, Lake Itasca, 40th parallel, Gulf of Mexico, 
122d meridian, etc., etc., — what if students of the United 
States map did never see these myriad things as parts of 
what to the mind they really are — parts of a country or map 
whole ! Modern teachers expect their pupils to hold sonant, 
subvocal, vocal, aspirate, continuant, etc., in mind as discon- 
nected, unorganized, and ttnpositioued things, and as parts 
of nothing ! What if modern teachers of the skeleton ex- 
pected their pupils to hold in mind tibia, fibula, femur, 
innominata, ulna, humerus, scapula, etc., etc., as disconnected, 
unorganized, and unpositioned things, and as parts of noth- 
ing ! What if modern teachers of the United States surface, 
or map, should expect their pupils to hold in mind Cape 
Flattery, Mt. Tyndall, Red River, Lake Champlain, and all 
this myriad of connected surface parts, as disconnected, un- 
organized, and unpositioned things ! and as parts of noth- 
ing ! No wonder that the scientific and more trustworthy 
world exclaims with — 

Ueberweg: " Science as such has a true existence only 
in systematic [tree-system] form." Real " science is a whole 
[tree] of knowledge in the form of system." 

GregOTy : "Until a science is so grasped [as a whole], it 
is not in any proper sense mastered, since the main thing in 
a science is not its separate facts and truths, but its zvhole of 
related facts and truths." " The aim in all systematic knowl- 
edge is to unite [into one sensible whole] the facts of knowl- 
edge so as to see them in their several bearings." 

Spencer : " Knowledge of the lowest kind is ununified 
[not united into one whole] knowledge ; [imperfect] science 
is partially unified [made-into-whole] knowledge ; philosophy 
[pure science] is completely unified knowledge." That is to 
say, the perfection of science in any branch of learning 
depends upon the question whether the things, or parts, 
studied are " completely unified " or not — whether the parts 
are completely made into one. 



124 THE SYSTEM METHOD. 

If it be added that all authority, educational, scientific, 
and philosophical, agree in the declaration that the energy 
of all thinking, the soundness of all learning and reasoning, 
is to be measured by the close connection made between 
part and whole, — to be measured by the intensity in which 
parts are mirrored in whole and whole in parts, — if such 
authority is right, let the reader judge what is the soundness 
— what is not the weakness ! — of the current teaching and 
learning of orthography. Of Orthographies, Etymologies, 
and Grammars, I have before me about one hundred and 
fifty, including Harvey, Swinton, Reed and Kellogg, Raub, 
Welsh, and all the other late ones, and not one, so far as I 
have yet been able to discover, even so much as mentions 
"part and whole," " organize," or any other term indicative of 
this true process of learning by making parts into wholes, 
branches into branch ! 

On the other hand, by the Organizing, or Whole-and- 
Part, Method, both teacher and learner are as continually 
guided by the orthostatic, or true, whole as superintendent 
and working-men are guided by the architect's plans and 
specifications in the construction of a building ; and it needs 
only ordinary judgment to perceive that rational learning of 
orthography is as much more easily accomplished with than 
without such guiding whole, or plan, as it is easier to con- 
struct ready-prepared parts into a definite building whole 
with than without any knowledge of Avhat such definite 
whole, or plan, is. Rational building without some planned, 
or guiding, whole is impossible ; rational learning without 
some planned, or guiding, whole is surely not possible. 

But it was shown above how, by means of analysis and 
synthesis as guided by the tree, there generates in the stu- 
dent's mind, not merely some knowledge of the orthographic 
system whole, but such a perfect image of such whole as ena- 
bles him instantly to point out — give the position of— any 
part in the whole to which reference may be made. Noth- 
ing less than such a mental image of the whole as thus sees 
part in whole and whole in part, should be called finishing, 
scientific, or organized, knowledge of any branch. 



MANY LEARNED IN ONE. 125 

It will now be shown how, at times, the orthostatic tree 
itself constitutes the student's daily Program of Work, and 
how at all other times the student's daily program, or process, 
of work is derived directly from, or indicated by, such guid- 
ing, or orthostatic, means. 

Many Learned in One. — But another great superiority 
of this system-guided, or organizing, method is that when 
by it the student has learned one branch, he has therein 
learned, or acquired the prerequisite in learning, other 
branches. Having mastered the science system of orthogra- 
phy, he easily masters the science system of English gram- 
mar ; for he knows the whole to be a branch, and the proc- 
ess to be branching. He has now only to find what the unit 
to be branched is, and little remains, indeed, to be done in 
mastering the new branch. The current methods of learning 
and teaching orthography, grammar, etymology, botany, 
arithmetic, and zoology, do not at all perceive how to use 
what the student learns while in one branch as an effectual 
aid in learning or teaching another. By the current meth- 
ods, orthography is "finished," and then grammar is begun 
and prosecuted as blindly as if orthography had not been 
studied. This statement I believe to be the literal truth. I 
have not found in any school publication or book on teach- 
ing as much as a reference to this fundamental means of learn- 
ing any n'ew branch through some branch or branches al- 
ready known. But a branch is a branch, whether it is a 
branch of orthography, etymology, arithmetic, zoology, or 
grammar ; just as a cat is a cat, whether it is domestic or 
wild ; just as a felis is a felis, whether it is a lion, tiger, pan- 
ther, jaguar, leopard, lynx, wild cat, or domestic cat. And 
I have several times demonstrated that all things are knowa- 
ble by virtue of their belonging together in classes as similar 
things, just to that extent to which they are, to the mind, 
similar things. All things are known through their similar- 
ity as the means. No thinking is possible — the very act of 
thinking is impossible — except under this circumstance ; 
namely, that the mind act through similarity as the means. 



126 THE SYSTEM METHOD. 

It Avas likewise proven that every thought is an identify- 
ing of particular with class ; and that this identifying act is 
by means of the similarity of such particular to the members 
of the known class ; and that if no similarity exists, no think- 
ing or judgment is possible. It is because of the existence 
of myriad marks of similarity between things that we can 
know, or learn, them at all. In the world of known things, 
all diversity is but diversified uniformity, not incongruity. 
So we learn the whole feline tribe, substantially, by studying 
the tiger or domestic cat alone. Cat or tiger once known, 
we quickly learn lion, panther, jaguar, leopard, lynx, and wild 
cat, by means of their similarity to tiger and cat. Every 
two animals have more likeness of organization than we per- 
ceive. Every two problems have more similarity than we 
can discover. And this similarity is to be used as the all- 
essential means of all our learning of animals and problems 
and all else ; for it is the organizing, or system, method of 
learning. 

How incomprehensible, disorganizing, and unsolvable to 
the mind, would be a two-legged tiger or a two-headed cat ! 
Why so incomprehensible and disorganizing 1 — Simply be- 
cause not classifiable, or branchable, with others ; because 
not similar to known tigers, all of which are four-footed. 
But why so incomprehensible t — Simply because dissimilar 
and outside of class. But observe that, if dissimilarity ren- 
ders a thing not solvable and unknowable, similarity must, ac- 
cordingly, render a thing easily understandable. And so, 
when once we know the cat, we have essentially learned the 
whole feline tribe ; since after understanding cat, to learn 
lion, tiger, jaguar, etc., we have to do little more than merely 
to say, They are like the cat. 

Set out, then, in your imagination to learn these similar 
animal wholes : (1) lion, (2)tiger, (3) panther, (4) jaguar, (5) 
leopard, (fi) lynx, (7) wild cat, (8) domestic cat, as students 
do actually learn, or try to learn, these similar branch wholes : 
(1) orthography, (2) ideography, (3) etymology, (4) grammar, 
(5) arithmetic, (6) botany, and (7) zoology. What I mean for 



MA^r LEARNED IN ONE. ±27 

you to do, is to set out, in your imagination, to study and 
learn these animals as wholly disconnected things, and by 
making no use whatever of their similarity as the all-essential 
means of learning or understanding them, just as students of 
the seven branches of study above mentioned, do never use 
the similarity between these branches as a means of under- 
standing them. Now, it is well known to mankind that the 
anatomy and physiology of the cat is practically identical 
with the anatomy and physiology of the feline tribe, of which 
cat is a member. Hence, to learn and remember these eight 
species as dissimilar and therefore disconnected things, is to 
do eight times as much mental labor as is necessary ; aye, 
such system-reversing study requires a thousand times more 
mental labor. And, worst of all, even after expending this 
thousand times more mental labor in studying (1) cat, (2) 
lion, (3) tiger, (4) panther, (5) jaguar, (6) leopard, (7) lynx, (8) 
wild cat, student has not one iota of learning of such animals 
that is not so much error or fallacy, as I have repeatedly 
shown ! For, to understand or learn cat or lion not as being 
like other animals, — to think or understand cat or lion not as 
like other animals, — is not to understand cat or lion as an 
animal ! And to think or understand cat or lion as not being 
animals is not to understand cat or lion ! 

Thus it is plain to the logical mind that to study, learn, 
and pretend to understand these eight animals as discon- 
nected, separate, or dissimilar things, is to understand them 
as not being animals. Now, I say that thus to learn them, 
without using their similarity as the means, would require 
a thousand times more mental labor than is necessary, and 
that even then the student has not an iota of knowledge con- 
cerning the feline tribe that is not so much error or fallacy. 
But after this thousand precious days of youth have been 
wasted in "learning" these eight animal species under some 
"professor" who does not "believe" in the system method, 
the knowledge gained is a thousand times more worthless 
than total ignorance of such animals. For, to understand or 
learn animals as not being animals, is to think one's self to be 



128 THE SYSTmi METHOD. 

educated, when and simply because he is professor-duped 
and school-gulled — because he " knows " a cat or a tiger is not 
an animal ! 

Let none fancy this to be merely a declamation against 
the learning and the methods of the schools. I am treating 
text-book authors and current school methods, not with 
trifling or sarcasm, but with sober argument. It is the stern 
truth in learning and teaching the animal tiger, that unless 
the great similarity of tiger whole to other animals be used 
as the all-essential means of such learning and teaching of 
tiger, the student must quit his learning of tiger, and "grad- 
uate," ignorant that a tiger is an animal ! aye, a million 
times worse it is than mere ignorance ; for such student has 
taken a " course," and being "educated," he "knows" that 
a tiger is not an animal ! " If ye were blind, ye would have 
no sin ; but now ye say. We see [we know] ; therefore the 
sin remaineth." And so, in teaching or learning, z. e., 
branching, the orthographic branch, it is true that, unless the 
great similarity of the orthographic tree-system whole to 
other tree-system or branch wholes be used as the all- 
essential means of such learning and teaching of orthography, 
the student must quit his learning of orthography ignorant 
that orthography is a branch ! aye, a million times worse it 
is than mere ignorance ; for such a student has taken a 
"course" in learning, z. e., branching, the orthographic 
branch, and being "educated" in this branch, he "knows" 
that this branch is not a branch ! 

Here I fancy the reader to be mentally inquiring, " Do 
not the text-books of orthography, grammar, etymology, 
etc., make use of the great similarity of these branches as the 
essential means of learning and teaching them.^" and it is 
to such earnest inquiry that I have just been laboring to lead 
the reader. To this question I answer. No ; no text-book, 
no educational writer, no logician, metaphysician, or other 
text-book author, so far as I can learn, makes mention even 
of the similarity of these branches as the essential means of 
rational teaching of them. It is for these very reasons ; 
namely, — 



SIMILARITY PROCESSES UNKNOWN. 129 

1. That, in theory called perfect, logician, psychologist, 
and all text-book makers alike aver that no learning, know- 
ing, or remembering, not even thinking itself, is possible 
except through the similarity of the things thought of, as the 
essential means ; and^ 

2. That, in practice called perfect, all write text-books on 
what they call branches of knowledge to be learned, known, 
and remembered, and yet therein make known to the 
student not one single such similarity-means process of work 
in learning, knowing, and remembering, from the beginning 
to the end of such text-book guide ! — 

It is for such reasons as these that current methods and 
popular text-books are assailable. Education (1.) which 
proudly assumes the responsibility of shaping a nation's 
methods of learning and teaching ; (2.) which makes and 
supports the doctrine that no learning, knowing, remember- 
ing, no thinking even, is possible except through the similar- 
ity means ; and (3.) which writes text-books without furnish- 
ing one single process of work by which pupil or teacher 
might understand such similarity means of learning, — such 
education deserves to be arraigned before a court of Public 
Contempt, and there sentenced to a shower of school- 
children's derision. School-children, if guided by the natu- 
rally organizing method of the great Organizer, evolve knowl- 
edge of or power over the whole feline tribe of animals in 
learning the cat animal alone. Ought not teachers who talk 
of their "profession" to be able to evolve some knowledge 
of or power over the branches grammar, etymology, and 
botany by learning the orthographic branch alone .? Are 
teachers less proficient " professors " than the children they 
teach ? But how, just how, may we give the student knowl- 
edge of or power over grammar, etymology, and botany by 
teaching him orthography alone .?— By teaching him orthog- 
raphy, etymology, grammar, ideography, botany, zoology, 
etc., as being what in reality they are ; namely, class-branch 
and syllogism-notating tree systems ; for all alike are tree 
systems ; and one tree system well understood, a dozen 
9 



130 THE SYSTEM METHOD. 

others ought to be quickly mastered through the similarity 
means. 

It thus quickly appears plain that what is studied, learned,, 
and remembered, must needs be studied, learned, and re- 
membered by means of its similarity to known class, or kind \ 
for it appears plain that whoever learns and remembers a 
thing without using similarity as the means of such learning 
and remembering, learns and remembers such thing as not 
being what it actually is ! learns and remembers that a cat is 
not an animal! "knows" that knowing is not knowing! 
What, then, shall be said of the current methods of learning 
and teaching the branches herein mentioned ? If of learning 
they are anything, and not naught, of learning they are 
branches, as I have shown. If studying, learning, and 
remembering animals without using similarity as the means 
of such studying, learning, and remembering, is learning and 
remembering that the animals cat and tiger are not an- 
imals ( ! ), is not studying, learning, and remembering science 
systems, i. e., branches, without using similarity as the 
means of such learning and remembering, — is this not learn- 
ing and remembering that the branches, arithmetic, grammar, 
orthography, etc., are not branches .'' not organized science 
systems, but merely unsystem somewhats ? But I have 
demonstrated that all learning and remembering of things is 
efficient just accordingly as learner employs similarity as 
the means with which to learn, and that they are inefficient 
or impossible just to that extent to which similarity as the 
means is neglected, unknown, or not understood. Since, 
then, the student wholly neglecting similarity as the means 
of his learning and remembering, must needs quit his study 
of zoology not only not knowing that cats, tigers, etc., are 
animals, but "knowing" (in his own "educated" unwisdom) 
that cats, tigers, etc., are not animals ( ! ), what must be the 
efficiency of the current methods of teaching the different 
branches of language, wherein nothing whatever is said 
about the similarity of such branches as the means of learn- 
ing and remembering them ? 



SIMILARITY THE ESSENTIAL MEANS. 131 

That the similarity of the science-system, i. e., branched, 
wholes of orthography, etymology, and grammar, as the all- 
essential means in teaching, learning, and remembering 
them, is wholly overlooked in the text-books now used in 
the public schools of the United States, all intelligent 
teachers will perceive at once, after that fact is once pointed 
out ; for no text-book now used in the schools of the United 
States presumes that it is at all possible in teaching the 
science system of grammar to employ the student's knowl- 
edge of the science system of orthography. No text-book 
of orthography, etymology, grammar, botany, zoology, or 
arithmetic now used in the United States perceives even 
that these branches, or branched wholes, are branched 
wholes ! Therefore, we shall search modern text-books 
and methods in vain to discover that they have any power 
of teaching one of these branches by means of its sim- 
ilarity to another branch already known to the pupil. Since 
they know not that these branches are in reality branches, 
containing both "whole of content" and "whole of extent" 
of all the multitude of particulars with which the branch has 
to do, at the very beginning of our search we must despair 
of evidence that any school text-book author has employed 
the branched similarity of these branches as the means of 
vitalizing and dispatching the work of learner. Had we 
never perceived that the tiger is like an animal, we might 
little hope to make use of tiger's similarity to other animals 
in teaching and learning tiger. Since text-book makers 
have not yet perceived that orthography is like tree, or 
branch, we shall little hope to find them making use of its 
similarity to grammar, etymology, etc., in teaching and learn- 
ing orthography. But we found that in learning tiger it is 
absolutely necessary to study it through its similarity to the 
classes to which it belongs in nature — in the light of the tree- 
class (species) tigris, the tree-class (genus) felis, the tree- 
class (family) felidae, the tree-class (order) carnivora, the 
tree-class (class) mammalia, the tree-class (branch) vertebrate. 
Evidently, therefore, we shall find that to vitality and dis- 



132 THE SYSTEM METHOD 

patch in his study of, say grammar, it is absolutely necessary 
that the student study and learn grammar by means of its 
similarity to the classes to which grammar belongs ; namely, 
etymology, orthography, etc. 

The question now becomes. How does this organizing 
method — ^just how does this analysis-and-synthesis, whole- 
and-part, particular-and-organized-class, or system, method 
of teaching and learning: — manage to give the student knowl- 
edge of and power over etymology, syntax, and ideography 
by teaching and learning orthography alone ? I answer. By 
teaching and learning each of these branches as what in 
reality it is, a tree-system, branched, or science, whole. If 
by the natural method we obtain knowledge and power over 
the feline animal tribe while learning the cat animal alone, 
is it unreasonable to suppose that, if the organizing, or sys- 
tem, method is the perfectly natural method, we may obtain 
knowledge of and power over the lingual-branch tribe while 
learning the orthography branch alone .'' We shall soon see 
that the branched whole of any of these branches is a think- 
ing system, or thinking tree, — a system or tree through 
which learner is to think in learning, knowing, and remem- 
bering. We have already seen what analysis and synthesis 
in orthography are. We have therein had an imperfect view 
of how to learn orthography by means of this thinking tree, 
— by thinking the orthographic particulars, z. e., letters, up 
and down through the thinking tree. Now, the two com- 
plemental parts of the organizing, system, scientific, or per- 
fect, method of learning every branch, are analysis and syn- 
thesis. But analysis and synthesis in etymology and syn- 
tax are so very similar to analysis and synthesis in orthog- 
raphy that when the latter is once learned, the former is 
substantially mastered. 

(a.) Orthography is learned, branched, by thinking letter through orthographic thinking tree, 
(b.) Etymology is learned, or branched, by thinking etymon through etymological thinking tree, 
(c. ) Syntax is learned, or branched, by thinking syntactic word through syntactic thinking tree. 

The learning process is one in them all — begun by analy- 
sis, and completed by synthesis. And in all alike, the or- 
ganizing, or system, method analyzes and synthesizes under 



SIMILARITY THE ESSENTIAL MEANS. 133 

the guidance and by means of the thinking tree. It is thus 
that the organizing, or system, method is greatly superior to 
any other possible method, because it does what every anti- 
organizing or anti-whole-and-part method undoes or tends 
to undo, — it carries our knowledge into science-system unity, 
learns or thinks by what thinking is, organizing, or branch- 
ing, into a branch-system whole. The organizing, or system, 
method learns, knows, and remembers — 

1. Orthography, by thinking the letter, ororthograph, through the thinking tree. 

2. Etymology, by thinking the etymon through the thinking tree. 

3. Syntax, by thinking the syntactic word through the thinking tree, 
(a.) Orthography thinks a, b, c, e, d, o, z, etc., through the tree system. 

(b.) Ideography thinks capital, pos's've sign, hyphen, through the tree system, 
(c.) Etymology thinks un, health, ful, ness, etc., through the tree system, 
(d.) Syntax thinks in-sentence word through the tree system. 

But to think b, d,f, etc., through the tree, or science, sys- 
tem is quite the same thing as to think zm, ness, ful, and 
health through the tree system ; and either is identical in 
method with thinking either syntactic or ideographic partic- 
ular through the tree or science system. It is thus that, by 
the system method, the student acquires knowledge of and 
power over many branches while learning one alone. Orthog- 
raphy once learned by thinking letter through the tree sys- 
tem, etymology is easily mastered by the similarity means, — 
by thinking etymon likewise through the tree system. Mark 
you, a tree system is a tree system, whether it is a tree of 
orthography, ideography, etymology, syntax, arithmetic, 
botany, zoology, or else. 

Of the incomparably superior value of the organizing, or 
system, method over the current methods, I have not space 
again to speak. Suffice it here to say, that, besides having 
the incomparable advantage of thus learning many while 
studying one alone, the organizing method has the second 
still greater advantage ; namely, that that which it learns 
and "knows in system," it learns well, learns practically and 
scientifically. "The last end of all training in thinking 
should be to prepare for and lead to constructive thinking [or 
the pov/er to "know in system"]. Constructive thinking [or 



134 THE SYSTEM METHOD. 

"knowing in system"] is manifestly the highest act of the 
human intellect, and should, therefore, be made prominent in 
the later stages of higher education." — D. S. Gregory s Prac- 
tical Logic. 

But further : the invention of the thinking tree not only 
(1.) learns many in the labor of learning one, and (2.) learns 
that one a hundred times more thoroughly, or understand- 
ingly, and (3.) acquires the power to "know in system" the 
"highest act of the human intellect," but (4.) it also " carries 
all its knowledge up to unity," and thus satisfies Sir William 
Hamilton as being the " only possible " method of true learn- 
ing. I hope again, farther on, to demonstrate (1.) how the 
organizing, or system, method learns many (orthography, 
ideography, syntax, etymology, etc.,) in the labor of learn- 
ing one (etymology, orthography, or syntax alone) ; and 
(2.) how it learns that one (orthography, say) a hundred 
times more thoroughly, or understandingly, through the 
similarity means (the orthography branch being so very 
similar to etymology, syntax, etc.,) ; and (3.) how it acquires 
the power to "know in system," — -in the tree system, — which 
Dr. Gregory calls the "highest act of the human intellect ;" 
and, lastly, (4.) how it also carries all its learning of orthog- 
raphy, ideography, syntax, etc., up into unity — up into the 
unit which I have called the thinking tree ; which method 
Hamilton declares is the "only possible" perfect method. 
But we must proceed to the student's work. Before the 
work-book branching, or organizing, is begun, however, a 
few words about — 

Why these 8-step and 4-step programs are used. — 
Because they are the only possible means, the tree itself ex- 
cepted, of placing squarely before the student the classes 
among which he is to distribute, and through which he is to 
branch, the particulars to be used in learning these branch 
classes. Refer to Program I. of Work-Book No. 16, page 
158., By that program, for example, six branch classes, two 
having reference to voice, two to sound, two to continuance, 
are placed before the student in pairs, voiced contrasting 



WHF EMPLOY PROGRAMS? 135 

with whispered, subvocal with aspirate, and abrupt with con- 
tinuant : so that the learner (brancher of particular in branch 
class) proceeds almost as directly through the science system 
of orthography as if he traced (branched) the particular 
through the orthographic tree itself, as shown on pages 164, 
165, and 166, in Programs XL, XII., and XIII. Proof need 
not be here repeated that the learning act is a mental act 
identifying particular with organized, or known, class ; nor 
shall I re-demonstrate that the result of properly learning 
any branch is a branch, i. e., a fully organized tree. Know- 
ing, or learning, a branch is making a branch (/. e., branch- 
ing) by some known branch as guide, just as building is 
making a building by some known building as guide. Since 
learning is branching, the result of learning is, of course, a 
branch — thing branched ; so the result of building is, of 
course, a thing built ; so the result of copying is a thing 
copied. Evidently, the only possible guide in copying and 
building are the copy copied and the building built. Cer- 
tainly, the only true guide in learning {i. e., branching) is 
the branch branched. But next to the orthographic class 
tree, which is the only perfect guide and means, the best 
guide and means are the programs as given in Work-Books 
Nos. 16, lY, 18, 19, 20, 22, and 23 ; for such programs are the 
only means, the tree excepted, of placing the classes to be 
learned before the student in such a way as to aid him in his 
work of branching particular through class. It will be plain 
to the reader that the learner's problem, when guided by the 
tree itself, is to decide in what class (class branch) the par- 
ticular in hand belongs. Thus, he is to decide whether r is 
whispered or voiced ; subvocal or aspirate ; abrupt, continu- 
ant, or coalescent ; labial, dental, palatal, or guttural. Now, 
so far as this decision is concerned, the same result may be 
reached by placing before the student, in place of the tree, a 
program such as here follows : — 
Program : /. Voice. 2. Sound. 3. Continuance. 4. Obstruction. 

a. Whispered, a. Subvocal. a. Abrupt. a. Labial. 

b. Voiced. b. Aspirate. b. Continuant. b. Dental. 

c. Vocal. c. Coalescent. c. Palatal. 

d. Guttural. 



136 THE SYSTEM METHOD 

It cannot be denied, however, that the tree itself possesses 
a very great advantage over such a program, if other things 
besides decision are taken into consideration. The tree 
itself constitutes the only program by which the student may 
create in his mind a mental image of what the orthographic 
whole is. And when it is considered that the vigor of think- 
ing and the certainty of remembering both depend upon how 
part is mirrored in whole and whole in part, it is plain how 
important it is that as much work as possible be done with 
the tree itself as the guiding program. Nevertheless, such a 
program has, besides the advantage of taking up but little 
printed space in either text-book or work-book, the great merit 
of keeping co-ordinate classes continually before. the eyes of 
student as being usually some branch of the orthographic 
whole. In all cases, the programs present the co-ordinate 
classes together as contrasted classes, precisely as, in that 
respect, they are presented in the tree. Whispered sounds 
are to be learned by being contrasted with voiced sounds ; 
subvocals are to be contrasted with vocals, abrupts with con- 
tinuants, labials with dentals, and so forth. And so, in all 
learning, what can be defined only by reference to some as- 
sociated thing, must not be presented to the learner discon- 
nected from such associated thing. Thus, whoever under- 
takes to teach the learner concerning the United States map, 
will find it absolutely necessary to present the United States 
in connection with British America, Mexico, and the Atlantic 
and Pacific Oceans ; because the United States map is only 
to be known or distinguished as the United States map by 
being that territory which lies between (1.) British America 
and Mexico ; (2.) the Atlantic and the Pacific. So, for an- 
other instance, the bone fibula is to be learned and remem- 
bered by means of its association with tibia and with femur 
and tarsus. So Indiana is not at all distinguishable or know- 
able as such, except as it is contrasted with those things with 
which it is associated. No one can distinguish, or define, 
Indiana without using Ohio, Illinois, Michigan, Lake Mich- 
igan, and the Ohio River as the very means of such distinc- 



DOING BY PROGRAMS. 13Y 

tion or definition. And this is the merit of these programs, 
that, by them, such co-ordinates are always presented to- 
gether as associated parts. Wherever voiced sounds are pre- 
sented, whispered sounds are likewise presented by contrast. 
So subvocal is not seen in the programs unassociated with 
its co-ordinate, aspirate. Digraph is ever associated with 
letter (monograph), continuant with abrupt, etc., etc. 

By the Programs, the Student Learns by Doing. — To 

attempt to learn the science, t. e., branched system, of 
orthography by the current practice of getting definitions, 
lists, " what the book says," and the " substance of the book," 
without doing the learning (J. e., without doing the branching 
of particular through classes), is the same sort of wisdom 
that attempts to learn sewing without doing sewing, but by 
getting definitions of, and reading books about, sewing. 
Mankind learn what is an act by doing that act. Learning 
is an act, and is to be done. The only question has been — 
the great, unanswerable problem has been — and is, What 
sort of an act is the learning act f And I have demonstrated 
that learning is a branching act, — an act branching thing 
learned through its classes as themselves branched into the 
branched (the tree) system. " We learn through doing." — 
Froebel. Since learning, all thinking, is branching particular 
in class, to learn we are to branch — to learn letters we are to 
branch letters through their branches, i. e., their tree-limb 
classes. " The man may teach by doing, and not otherwise." 
— Emerson. " Let things that have to be done, be learned 
by doing them." — Comenius. It seems to be Comenius's 
blunder here that he supposes there to be some things to be 
learned without doing them — some things to be done without 
doing them ! But that is not the question. The one insur- 
mountable difficulty has ever been, and is to-day, not 
whether we learn through doing, but in what does this doing 
consist. (See pp. 54, 59.) To say that learning is doing, is 
to say that doing is doing ! whistling is whistling ! your chin 
is your chin ! That learning orthography is doing orthogra- 
phy, all know. The question is, What is doing orthography } 



138 THE SYSTEM METHOD. ■ 

And to this great question, these programs and the ortho- 
graphic tree furnish the first as well as the only true solution. 
It has been in many ways demonstrated in this volume that 
doing orthography to learn it, is branching letter-particular 
(upward chiefly) through orthography as a tree system. And 
the tree, supplemented by these programs, is the only possi- 
ble means (but it is a perfect means) of doing this branching 
(learning). Doing orthography, then, is branching the par- 
ticulars'of which this branch is a branch, through the ortho- 
graphic tree system, which is a tree of letter classes in which 
topmost branches are continuous Avith each succeeding higher 
branch ; so that any particular belonging in this topmost 
class-branch, therein belongs in every higher (larger) branch, 
including the tree trunk itself But, in the absence of the 
tree, or for learning such classes as are not yet perfectly 
organized, /. e., branched, into science (tree) system, the 
programs are the only efficient, nay, the only possible means. 
Every branch of learning is a branch ; therefore, from the 
very nature of things, all doing of such branch must be 
branching. 

The Programs Force the Student to Decide,— Therein, 
these programs train the judgment. What trains us to decide, 
gives us power. What trains us to say " may be," " yes, but," 
" I guess so," etc., trains us to imbecility, failure, rottenness. 
Such training is that which directs student to "get the sub- 
stance of the book," when, in doing so, he is not led to decide. 
But by this organizing method — by the tree and programs — 
the student is forced to say " yes " or " no " from twenty to 
three hundred times in every lesson made out, or organized. 
Under Program VIII., for example, Work-Book No. 17, he is 
forced to decide whether each particular is (1.) monograph, 
digraph, or trigraph ; (2.) tonic, atonic, or aphthong ; (3.) 
abrupt, continuant, coalescent, simple vocal, or compound 
vocal ; (4.) labial, dental, palatal, or guttural ; in doing which 
he makes, at least count, eight decisions, definite conclusions. 
To do the entire work of a lesson of twenty-five particulars, 
it is thus seen to require 25 X 8 = 200 acts of the judgment. 



DECIDING BY PROGRAMS. 139 

Educated by this organizing method, the student is believed 
to quit his study with the best of all endowments, a trained 
judgment and a habit of thorough decision. In doing this 
organizing as guided by the programs and the tree, the stu- 
dent of orthography is led to take the particular into his 
mouth, and there work with it in order to decide into what 
classes it should be placed, or organized. Thus to train, the 
mind, is to train the judgment to weigh the evidence for and 
against, sagaciously to detect, the marks of likeness and con- 
trast in particular and class ; in a word, to identify, the life- 
long engagement of the human mind. A child decides 
wretchedly, the youth better, all men imperfectly. And it is 
to strengthen and correct the power to decide, that schools 
have been established. And that training which leads to skill 
in identifying, awakens the examining faculty, strengthens 
the judgment, and corrects the decision. Such training is 
priceless. First, such judgment and habit of decision are 
priceless, because, once acquired in any one branch, they 
are always retained in every other branch. No matter 
whether the question be — 

ORTHOGRAPHICAL, 
Whether e in sue and bade and righteous is a consonant, 
aphthong, or vowel ; whether // in ball and tee in sue are 
digraphs ; whether e in ewe is a vowel ; whether c in duck 
and lock is an aphthong ; whether e in cane may not be 
called a consonant ; — 

OR GRAMMATICAL, 
Whether who in " who is it 1 " and " who are they .? " is the 
same word in both ; whether S7iuffe7's is one or more than 
one whole ; whether in " I saw a corpse," corpse is masculine 
or feminine; whether John in "John, shut the door," is a 
nominative or an absolute case ; whether is in " He is the 
man," is itself an indicative mood, or merely in the mood ; 
whether shall and zvill are always in the so-called " future " 
tense, and may, can, must, might, could, zvould, and should, 
always in the so-called "potential" mood; whether sun in 
"The sun drives his chariots through mid-heaven," is mascu- 



140 TEE SYSTEM METHOD. 

line or neuter ; whether in " Giving is receiving," giving is 
essential or accessory — a verb or a substantive ; — 

OR METAPHYSICAL, 
Whether a brick house is the same house after one brick is 
removed ; whether a penknife is the same knife after one 
blade is removed ; whether we see the same rainbow in two 
succeeding moments ; whether I am the same man I was ten 
years ago ; whether a stone is the same stone after a corner 
is knocked off; whether all things are similar ; whether, if all 
things were totally dissimilar, thinking would be possible ; 
whether a thing unknown is to us absolutely nothing ; — 

OR THEOLOGICAL, 
Whether in the redeemed state a man is the same man as he 
is here on earth ; whether the soul is material or immaterial ; 
whether the soul is a separate entity, or merely the life- 
organization ; whether a man moves himself or is moved ; 
whether whatever is, is right ; — 

Or what it be, it is to be decided by this same " yes " or " no," 
your judgment as to which — the life-long work of every mind. 
And that method which trains the pupil to decide upon his 
own judgment, and which considLntly pi^esscs him to belief or 
disbelief this way or that way, even in orthography, therein 
prepares him for any decision, even the most momentous. 
Not what is the question, but whether the student is forced 
to decision, to belief or disbelief, is the important matter. 

Secondly, such training by programs is to be desired, 
because it does away with rule-teaching, or educational 
"cramming." "Rule-teaching is now condemned as impart- 
ing merely an empirical knowledge — as producing an appear- 
ance of understanding without the reality. To give the net 
product of an inquiry without the inquiry [or doing] that 
leads to it, is found to be both enervating and inefficient. 
General truths, to be of due and permanent use, must be 
earned." — Spencer. In other words, rule and definition 
teaching is to be condemned because a rule or a definition is 
but the author's conclusion ready-made ; and to have the 



PROGRAMS PREVENT " CRAMMING. " 141 

pupil take the ready-made conclusion of another, and not 
himself do the work which leads to the conclusion, is weak- 
ening to the mind, not strengthening ; or, in Mr. Spencer's 
own words, it produces the " appearance of understanding 
without the reality." It is plain that Mr. Spencer holds 
every attempt at learning without doing to be vain, even 
"enervating." And it ought to be seen that any definition 
or rule or table or formula gotten into mind by one, who, in 
getting it in mind, has not done the work by which such 
definition, rule, table, or formula was made, is as worthless 
as a definition of whistling gotten in mind by one, who, in 
getting it in mind, has not done the work that leads to 
whistling. And judge how well will he whistle who has 
learned exclusively by getting definitions of, and reading 
books about, whistling ! Now this farce of attempting to 
learn by getting another's conclusion, and without working 
out one's own conclusion, is likewise completely broken up 
by means of these programs and the tree. This will be 
evident to all who will take the pains to survey and carefully 
examine Work-Books Nos. 16, lY, 18, 19, 20, 22, and 23, as 
given further on in this treatise. 

This Method of Branching by Programs Sustained 
by Authority. — It has been demonstrated that learning is 
branching, that is, thinking given particulars through the 
branch branched, or learned. Thinking b, for instance, 
through the orthographic branch, or system, is thinking b 
thus: B = (1) letter, or orthograph, (2) sonant, (3) subvocal, 
(4) abrupt, and (5) labial ; that is, identifying b as belong- 
ing to five successively subordinated classes. But logicians 
agree that this identifying act is the very test of rational 
doing or thinking. Every thought, they declare, thinks sub- 
ject (particular) into predicate (known class). What practi- 
cal gold they handle ! How little they know its value ! 
Physiologists, too, and psychologists have found that the 
power of coupling subject (particular) to predicate (class) is 
the real measure, or indicator, of strength and sanity of 
mind. " Go from the individual to the class, from the branch 



142 TS^ SYSTEM METHOD. 

toward the body, from the more particular to the more com- 
prehensive," says the great Organizer, "and you shall not 
lose the truth ; for the wires, or tree branches, are there to 
guide you." And He has so stringed the human mind to 
these inwardly converging wires of truth that it can think no 
sane thought, make known no fact whatever, except by 
means of this inward, or down-the-tree, thinking. 

The reason the thought runs, " John is a man," and not, 
"A man is John," is because the tree-branch system on 
which the mind is compelled by its nature to think, runs, like 
a branch, downward into a higher kind or class. The thought 
by nature is, " John, the particular, is of, or belongs to, the 
class inanr John is thought, learned, or branched, by its 
being thought, or branched, into the higher branch man. 
"A man is John" is not necessarily truth ; for a man might 
be Henry. "A man is John" runs not with the truth from 
sub-branch to higher branch, but backward from branch to 
to sub-branch, from class to particular. To put the thought 
thus, "A man is John," is falsely to represent the whole class 
to be included in one particular — to represent the whole 
body to be included in the branch. By these repeated 
thoughts, I wish to get this one great elementary truth 
before the reader's mind ; namely, that every sane thought 
goes from particular to class (from particular to known class) 
naturally and by necessity. All things of which we can 
think, are, by virtue of our being able to think (/. e., branch) 
them, connectible or branchable into classes already known 
to us (/. e., branched by us). Now, since every knowing, or 
learning, thought (every thinking act ; for every thinking 
act or thought is a knowing and a learning thought) limbs 
the thing thought about to some known class, we should 
naturally presume that fully to understand that thing, the 
mind would limb it to, or classify it with, all the classes to 
which by nature it belongs. That this is true, I have already 
demonstrated. Take, for example, the particular zv in the 
word " wet." When the student is able quickly to see it 
as belonging in (1) letter, (2) sonant, (3) subvocal, (4) coa- 



^1 



THE PROGRAMS SUSTAINED. 143 

lescent, (5) labial, — classes, or branches, themselves branched 
into each other, — when he can quickly organize it thus into 
all the connected kinds to Avhich by nature it belongs, then 
he fully understands it. 

Ifthereisone thing above another settled among men, 
it is that we cannot know or understand a thing until we 
know what it is like, until we know to what connected kinds 
— to what system — it belongs. If there is another thing 
settled, it is the evident truth that what we can organize, or 
fully classify with known things, we do understand. What 
we can class with nothing known, we understand not at all. 
Such a thing is a mysterious thing, — a thing not yet by the 
mind brought within kind. Inside the pale of known kind, 
the human mind is sane ; outside of kind, the human mind is 
insane. Let the reader who desires to understand this 
method of organizing by programs, — let him observe that 
the programs are themselves a schedule of connected classes, 
— co-ordinate limbs severed from the larger containing limbs, 
— to be learned exclusively by this rational process of think- 
ing particular, (1.) into known kind, (2.) through that into a 
higher kind, or limb, (3.) again through this to a third still 
higher limb, or branch, (4.) and so on to the tree trunk, the 
sumnium genics. 

The organizing method is thus seen to have the support 
of logician, psychologist, and physiologist alike. Better than 
that, it has the support of almost undreamed-of success on 
the part of all teachers who have tried it. It will be found 
simpler, more efficient, and by all odds easier to teach and to 
learn in any school or college — ten times more efficient and 
manageable — than any method now in use in any school, let 
the grade of students be what it may. The teacher has only 
to show his pupils how to do precisely what is done in 
Work-Books Nos. 16 and 17. This he is to do, of course, 
either by putting the work-books in their hands (which is 
the best plan) or by writing out the programs for them, he 
doing for them some specimen work. The pupils may use a 
regular text-book, or by using the appendixes of their v/ork- 



144 THE SYSTEM METHOD. 

books, they may dispense with it. In reciting, the pupils 
read their conclusions as written in the work-book (or on 
slate or paper, if the work-books are not used), jast as they 
would read their written parsings in reciting a parsing exer- 
cise in English grammar. To school expositions of any 
kind, the work thus prepared by programs will be found 
admirably adapted. 

The Student's Work-Book of System Orthography- 
Grade B. — I shall now do the work that learner is expected 
to do in learning by the organizing, or system, method. This 
work will include also all the devices, or guiding processes, 
expected of the teacher. Beginning with "System Orthog- 
raphy—Grade B" (which is No. 16 of the "System-Method" 
Series), I shall do all the rational doing demanded of student 
in taking a complete course in the language branch of the 
great tree of knowledge, punctuation alone excepted. (Punct- 
uation will be given in Volume II.) This doing work will 
be graded into five different work-books, each of which is to 
be fully worked up by the learner taking a full course. 
These five work-books are as follows : — 

No. 16. Work-Book of System Orthography — Grade B. 

No. 17. Work-Book of System Orthography — Grade A. 

No. 18. Work-Book of System Etymology (Word-Analysis). 

No. 19. Work-Book of System Grammar — Grade B. 

No. 20. Work-Book of System Grammar — Grade A. 
In addition to these, there will be given also the full 
amount of work required at the student's hands in learning 
the science system of arithmetic. This will be given in two 
work-books as follows : — 

No. 22. Work-Book of System Arithmetic — Grade B. 

No. 23. Work-Book of System Arithmetic — Grade A. 
The work in all these work-books will be made out, or 
done, precisely as the student is expected to do it in learning 
these branches, the seven work-books thus being a complete 
and thoroughly organized key to all the branching and solv- 
ing to be done by the student in learning all these branches. 



SEVEN W0BK-B00K8. 145 

So that, if the teacher be equipped with this first volume, he 
shall have in it not theory alone, but the actual work to be 
done by his pupils in taking a complete course in these 
science systems. It is designed that in this volume teacher 
shall find not only all the daily work of his pupils for the 
first term, but their daily work for every school term of work 
required of them in mastering these branches by the system 
method. Besides this work to be done by students, these 
work-books will also contain explanations of, discussions 
and reviews enforcing, the claims of the method employed in 
them. 

10 




\-^ 



<i'^^ 




The System Method— No. 16. 

Work-Book of System Orthography, Grade B, 



FOR THE USB OF 



Public Schools, Normal Schools, Teachers' Institutes, 
and Colleges, 



AND ESPECIALLY ADAPTED TO 



SoiaiooiLi IHj2^^osia?io2srs: 



IN WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 

GUIDANCE OF THE "LEARNER'S WORK-TREE" BY THINKING, 

OR BRANCHING, WORD PARTS (LETTERS) THROUGH 

THEIR CLASSES AS BRANCHES OF SUCH 

ORTHOGRAPHIC-TREE WHOLE. 



/ 

BY ISAAC ELDRIDGE WILSON, 



INVENTOR OF THE LEARNER'S ■WOEK-TRBE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
OF TEXT-BOOKS FOR SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 



'■ THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 



OHICA.QO, ILL.: 
Learner's Work-Tree Company 




COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 

ALL RIGHTS RESERVED. 

Any infringement will be prosecuted to the full extent of the law. 



I 



ix A— Lessons to be Assigned. 



Progkam I. — Rat, cat, get, lap, lag, man, rob, mop, kit, sin, sod, gum, 
jog, fun, set, lid, cur, kid, end, as, of, be, by, if, to, leg, go, up. 

Prog. II. — Land, box, help, fox, clam, jest, jump, spun, flog, trot, skip, 
crib, lift, drum, turn, drop, from, bank, swan, pond, romp, milk, salt, mark, 
stamp, elm, elk, apt, spelt, grist, prompt, frisk, blunt. 

Prog. III. — Wet, bas, -yet, ben, hug, wind, husk, musk, l:st, bend, 
stand, sold, scald, dart, barn, yard, word, west, him, gag, vend, wept, hunt, 
moon, hark, yarn, waft, halt. 

Prog. IV. — Sign, talk, kiln, kick, yard, wren, rake, hate, spire, woke, 
ride, time, mule, tube, fade, cane, globe, debt, limb, folks, bade, glance, 
glisten, half, alms, spite, truck, noble, quibble, dwindle, hammock. 

Prog. V.- -Balmy, knob, gnat, taken, proven, calf, dumb, tongs, hon- 
est, qualm, salve, met'e, nitre, eclogue, unique, stock, harangue, ochre, 
grotesque, spectre, folks, gristle, try, wrestle, awry, tyro, wolf, style, deny, 
apple, plight, attempt, glisten, exempt, whole, condemn, column, consign, 
numb, ghost. 

Prog. VI. — Often, closet, whose, tons, foxes, psalm, subtle, dumb, 
limb, high, knight, honest, wrist, castle, prompt, comb, knife, tempt, 
knuckle, who, sword, knack, consign, gnomon, yacht, drachm, logic, vigil, 
rhubarb, giver, resign, impugn, halve, center, benign, nitre, plumb, calm, 
gherkin, hustle, hasten, wrinkle, wreck. 

Prog. VII. — Glade, spike, mask, spurn, start, blurt, mute, stroke, dupe, 
tube, parse, were, place, pox, flux, quick, quest, quilt, text, wax, cite, quart, 
script, wince, quack, scold, ox, sex, mince, blink, scarf, quag, lynx, hawk, 
slept, cringe, wink, verge, wage, zinc, hinge. 

Prog. VIII. — Black, sword, flock, lank, right, soften, check, mortgage, 
wreck, empty, dough, knob, wrinkle, balk, hymn, assign, ghastly, succumb, 
alms, burgher, rhapsody, tight, jostle, gnarl, aghast. 

Prog. IX. — Husband, effect, past, drunk, wife, giant, fore, height, to, 
large, wrong, stalk, wrest, knock, bright, plague, tine, hist, gnat, kirk, 
tusk, knab, apt, wrathy, tangle, pastry, myrtle, orange, knuckle, foretop, 
bosom, crumb, debt, wert, zinc, calf, psalm. Baptist, ankle, tongue, waltz, 
midst, sponge, once, dirge, skirt, squirt, monk, shove. 

Prog. X. — Square, acid, zero, cedar, label, spicy, briar, ladle, many, 
Bible, scissors, equal, tickle, single, gypsy, kept, swords, knotty, growth, 
pigeon, column, yonder, noddle, else, vritty, icy, halo, rosy, duly, handy, 

[149] 



150 THE SYSTEM METHOD. 

cabbage, was, squat, lens, dodge, swamp, struck, mumps, skunk, bawk, 
harl, squint. 

Prog. XI. — Plum, gimlet, skylark, solemn, capture, vex, circle, con- 
trite, impose, traces, ankle, sofas, kettle, bucket, stony, baby, inducement, 
closely, tongs, abstract, knives, jerk, devise, knock, engine, basten, upright, 
deserve nestle, hurrah, knotty, honest, twinkle, wholesale, ofttimes, epistle, 
grotesque. 

Prog. XII. — Ghost, asthma, aghast, frolic, ducks, scraggy, gibber, girl, 
partridge, judgment, criticism, heroism, exhibit, disarm, dishonest, fasten, 
often, rhetoric, kernel, wine, dissolve, tongue, molasses, gypsy, cynic, 
abyss, syntax, gymnast, specify, disguise, pacify, hydrant, by-word. 

Prog. XIII. — Rhomb, rhubarb, intrigue, lucre, opaque, condemn, som- 
ber, hymns, column, resign, ghost, gnat, aghast, oracle, comb, tomb, deca- 
logue, quadruple, vehicle, pedagogue, credible, appetite, portable, med- 
icine, turtle, gelatine, hedgehog, imagine, pansy, hyssop, quick, hollyhock, 
onyx, hyacinth. 

Prog. XIV. — Beef, ship, this, church, bureau, boil, such, meal, egg, 
awe, goat, mail, teach, creep, hood, oats, stare, toe, too, chaff, pass, could, 
push, been, screech, pout, coach. 

Prog. XV. — Play, view, mew, ocean, pew. yeast, stray, nation, show, 
chide, mission, straw, tow, howl, quaint, delicious, eye, buoyant, lieu, owl, 
thaw, aye, light, you, brief, brought. 

Prog. XVI. — Stealth, prairie, mischief, reign, mansion, steeple, weasel, 
young, sphere, useful, jewel, duty, thin, tangle, decreeing, wharf, whip, 
climbing, knee, roosters, writing, screw, cast-off, pie, turkey, guess, threw, 
good-by. 

Prog. XVII. — Filial, charade, packages, wreaths, scene, anger, whistle, 
dough, truths, sword, builder, answer, weighty, junior, sew, people, ache, 
precious, chimney, neutral, monkey, clayey, libertine, reconcile, money, 
turpentine, decisive, subjunctive, prosecute, dislocate, diction, contemplate, 
mustache, session, physician, fusion. 

Prog. XVIII. — Begone, cast-off, ice-cream, papers, popgun, intense, 
sky-rocket, because, sunfish, penny, pencil, arm-chair, sheriff, serene, styl- 
ish, machine, buoyant, knout, colleague, uncouth, should, phlegm, gneiss, 
arraign, ghoul, eschew, canoe, courier, shampoo. 

Prog. XIX. — Worthiest, rhombus, jolliest, room, isthmus, rhapsody, 
wait, sch'sm, wrought, pamphlet, language, photograph, persuade, spheroid, 
druggist, exhaust, exist, salvage, gyrate, necklace, parasol, kin, doe, liearth- 
stone, picture, forsooth, employing, moneys, flambeau, hautboy, yeoman, 
minute, gloomier. 

Prog. XX. — Fire-crackers, hurrah, humming-bird, dreadfully, cake- 
crumbs, jackknife, apple-core, anticipated, picture-card, decorated, diaeresis, 
again, homestead, nonpareil, friendship, behead, amplify, ossify, pacify, 
comely, brother, pewter, specify, lampoon, suitor, canoe, brewery, cheese, 
sausage, balloon, exotic, preserves. , 



SYSTEM ORTHOGRAPHY— GRADE B. 151 

Pkog. XXI. — Rat, kit, sod, cur, end, by, leg, my, if, so, grand, snag, 
swan, wept, port, pump, farm, slant, turf, blast, sward, spark, tramp, sight, 
high, empty, knight, psalm, malign, alms, half, qualm, consign, knuckle, 
acre, metre, gravy, cracker, tongue. 

Prog. XXII. — Land, help, clam, jump, trot, skip, crib, lift, prompt, 
swan, bank, grist, spelt, blunt, frisk, romp, mask, wet, yet, has, wind, 
stand, scald, west, worn, halt, yarn, knotty, else, squint, noddle, tight, 
jostle, mortgage, quest, unique, metre, harangue. 

Prog. XXIII. — Sign, talk, kick, rake, wren, truck, sprite, lime, halves, 
cane, globe, debt, folks, limb, knot, qualm, deny, tyro, very, style, wolf, 
plight, attempt, ghost, column, consign, black, closet, whose, psalm, plumb, 
yacht, drachm. 

Prog. XXIV. — Dwindle, acre, noble, glisten, taken, honest, too, balmy, 
grotesque, spectre, harangue, wrestle, apple, exempt, condemn, thick, beef, 
well, screech, awe, toe, aye, owe, push, clay, coach, ocean, pew, stray, mis- 
sion, glazier, nation, view, owl, thaw, lieu, wharf, through, filial, sword, 
monkey, iDhysician, money, mustache. 

Prog. XXV. — Man, boy, horse, tree, William, aunt, pith, kiss, church, 
woman, hawks, Ohio, queen, armies, fly, cries, David, Mary, tooth, geese, 
selves, beeves, monkeys, ox, flag-staff, babies, Aaron, cats, valleys, ice, 
holds, motley, six, John Jay, Bailey, cuckoos, Miss Thompsons, cousi'ns, 
people, seraph, presence, kidney, widower, blueness, delay, skimmings, 
masses, turkey, Blanch, whiskey, New York, grief, dozen, bowels, Caesars, 
relative, tweezers, artist, nature, sluggard, earth, ayes, Shakspeares, oats, 
deer, shelf, virtue, censuses, wisdom, cattle, Aristotle, Emerson. 

Prog. XXVI. — Cargo, house, echo, calf, knife, feet, indices, basis, 
scholar, Mary, Thursday, Fannies, eagle, mother, biscuit, barleys, king, 
fox, negroes, German, sheep, riches, relative, Spaniard, sphinx, bees, preys, 
hill, volleys, hoes, dens, Oxleys, U. S. Grant, companies, two, Dailies, Sa- 
rahs, Master Thomases, soberness, savages, pair, truth, companies, gods, 
Chickasas, hero, rickets, Mrs. R. B. Hayes, money, fancy, thief, body, 
paintings, people, lungs, hundreds, parents, tyrant, God, death, heart, flock, 
coffee, superiors, Lucases, holes, honey, sourness, mouse, candor, armful, 
poetess, potatoes, arithmetics. 

Prog. XXVII. — Abide, arise, am, awake, beat, beam, begin, bend, be- 
reave, bet, bid, bind, dare, deal, blend, blow, break, dig, dress, dream, build, 
burn, burst, can, dwell, eat, fly, catch, freeze, cleave, get, cling, goad, 
clothe, hang, creep, crow, cut. hew, knit, lay, leap, learn, let, lie, light, 
may, ought, must, pay, quit, read, ride, ring, rise, see, shall, set, shine, shoe, 
shut, sit, sing, slay, spell, spin, spill, write, work, think, teach, swim, stay, 
spit, swing, wis, will, wax, wake. 

Prog. XXVIII. — Chide, forget, must, set, weave, wed, slay, wet, ought, 
freeze, choose, behold, cleave, get, prove, spell, spill, give, cling, beget, 
beseech, hang, read, spin, will, spit, ride, have, creep, wis, stay, ring, hear, 
crow, beset, bit, cut, rise, swim, bid, dare, knell, swing, wring, teach, see, 



152 THE SYSTEM METHOD. 

know, dig, bite, blend, drink, lay, set, teacb, think, sball, let, eat, breed, 
bring, fall, ligbt, shine, wait, shoe, light, fly, buy, can, forbear, may, shut, 
sing, wax, wake. 

Pkog. XXIX. — Pass, will, off, stab, tab, whiz, rob, robbed, fop, fop- 
pish, boiling, compel, task, level, canceling, emit, moralize, emitting, solid, 
solidify, affix, Towel, alas, brass, occur, whispering, raveled, respond, was, 
yes, as, quit, quitted, add, egging, oddly, desist, published, suspended, tal- 
ented, pilfer, pilferer, plasterer, extolling, shivered, plundering, signalize, 
of, if, is, gas, has, wax, devout, whetted, glass, graft, ball, fool, hoof, buzz, 
joined, howling, maul, mauling, hailed. 

Prog. XXX. — Saving, forced, Maries, glancing, Malays, gayety, mer- 
rier, married, glorious, crying, hoeing, tying, shoeing, reviled, babyish, 
monke3'ish, monkeys, bluish. Harries, Sicilies, ceaseless. Grays, Motleys, 
enjoyed, changeable, dying, died, awful, toad, decreeing, miscellaneous, 
beauteous, tied, wholly, whitish, hying, bereavement, rarer, vied, Welbies, 
Ptolemies, Gyulays, volleys, gayly, driness, hied, traceable, physicked, 
vying, duly, judgment, manifold, courageous, excusable, truly, convincible, 
carrying, stayed, Rays, lovable, icy, paleness, abridgement, bounteous, 
Barclays, blueness, convening, lying, agreeing, cataloguing, woeful, peace- 
able, wherever, whereas, busying, suing. 

Prog. XXXI. — Patrick Henries, foxes, Xenophons, Jameses, Hindoos, 
bowels, tongs, Canadas, Christmases, joumeyings, races, atlases, b's, 
brothers-in-law, echoes, cantos, twos, skies, keys, shelves, wives, Chica- 
goes, folios, Africas, flag-staffs, optics, pains, hysterics, measles, riches, 
arches, frescoes, moneys, thieves, beliefs, Sundays, chiefs, Emories, Cyruses, 
lO's, Godfreys, Gregories, Francises, Hugoes, fishes, getters-up, peas, a's, 
peoples, ladies, loaves, pairs, Macaulays, vitals, movables, Humphreys, Sir 
Humphrey Davies, cameos, etc.'s, solos, pianos, stamp-acts, physics, 
thanks, Cynthias, Maries, classes, valleys, Xancies, Penelopes, Salomes, 
Rosalies, Xoahs, Plinies, goings, coffees, toes, sees, oats, maid-servants, 
hangers-on. 

Prog. XXXII. — Oresteses, puff, null, guess, squatting, baggage, pref- 
erence, preferred, tranquilize, worshiped, chastely, movement, incited, 
stiff-necked, dying, Maries, shoeing, attorneys, Rays, hoofs, sons-in-law, 
potatoes, navigation, demonstration, enterprising, Mindanaos, Turkeys, 
mobbed, summed, chiseled, huzzaed, owing, hallooed, judgment, lodgement, 
earthiness, hardihood, embargoes, mottoes, fogginess, player, Uruguays, 
Winnebagoes, TVaterloos, Lucases, Platoes, Ciceroes, R. TT. Baileys, Phila- 
delphias, Lippincotts, briefs, assemblies, dregs. Miss Days, John Frees, 
mathematics, women-seiwants, handkerchiefs, proofs, wagon-loads, ox- 
carts. 

Prog. XXXIH. — Roll, stiff, stool, sprout, sprawl, strut, stayed, stouter, 
heading, skull, bliss, lass. King Henries, decays, keying, nationalities, 
lungs, odds, scores, foes, Dennies, Joneses, mouse-traps. Doctor Lees, 
Doctors Lee and Jones, ourselves, Mussulmans, foretelling, wherever. 



SYSTEM ORTHOGRAPHY— GBABE B. I5.3 

gluey, clayey, obeyed, ruing, tied, tying, Chaunceys, D'israelies, Dufres- 
noys, pulleys, Guyots, off, legalize, omitted, pilferer, expected, odd, squab- 
bish, modeled, scoTvled, traveler, fooled, maimed, tracing, played, cata- 
logued, enfranchisement, revision, men, cbildren, oxen, drier, iciest, 
outrageous, bridal. 

Prog. XXXIV. — Seer, bagging, freest, truism, business, bluish., Hum- 
phreys, humbugging, emigration, twos, periwigged, magnetics, delays, 
Chaunceys, Dennies, Ciceroes, Maries, suing, sewing, reveling, diagrammed, 
biased, shoeer, raveled, died, tinged, tingeing, brewing, hoeing, penciled, 
assigned, arguing, chewing, revealed, Dennises, clannish, chargeable, 
fleecy, baptizing, manageable, providence, convalescent, brigadier, notice, 
justice, retaliative, grievance, rebellion, opinion, donation, globule, larger, 
chatter, flutter, easy, plumage, saving, supervision, driest, merciless, ad- 
vantageous, noticeable, usage. 

Prog. XXXY. — Deriding, boxes, Davids, Motleys, rulable, turkeys, 
echoing, sixes, raveled, merriment, monkeys. Mackintoshes, distended, 
days, valleys, hoeing, greys, Guyots, salable. Harries, tracing, judgments, 
Powhatans, traceable, gayly, traveling, Sicilies, pitiable, flies, whetted, mill, 
George "Washingtons, glorious, foxes, chimneys, Lucases, conveying, ladies, 
echoes, equipped, cuckoos, sinning, bounteous, Kickapoos, agTeeing, baby- 
ish, negroes, primary, surety, awful, wholly, duly, gayety, Thackerays, 
huzzaed, D. T. Rays, U. S. Grants, pianos, stamp-acts, Montgomeries, Sir 
John Falstaffs, forcing, forcible, modeling, penciled, Julias, Bailies, sofas, 
blamable, notion, carrying, biased, dutiful, theorizing, biology, diseased, 
idea, again, palatable, aortas, agreeably, miscellaneous, rulable, grass, 
measuring, merrier, advantageous, divided, philosophy. 

Prog, XXXTI. — Changing, Maries, civilizing, tapping, Chickasas, 
shoveled, Patrick Henries, decreeing, dictionaries, dishonesty, icy, pianos, 
Gyulays, Shawnees, Canadas, Chippewas, aortas, Moseses, canceled, halves, 
Maloys, attorney's, legislatures, Jameses, potatoes, Cherokees, sheep, what, 
we, you, shoeing, allotted, raveled, lice, goose, man, it, defied, passes, 
staffs, summonses, digged, threes, they, can-ied, dismayed, monkeys, icing, 
baths, truths, mouths, paths, he, which, they, deaths, dishonest, laths, 
disaster, dissolve, feet, children, swine, fourths, sabbaths, buying, Goths, 
tornadoes, coffees. Miss Thompsons, Miss Thomases, Miss TVileys, Sarahs, 
courageous, pulleys, duteous, diiness, gayly, adjectival, advertisement, 
arisen, graveling, irritation, abatement, precision, spherical, burlesquing, 
cataloguiag, fatigued, intriguing, execution, famous, haranguing, mastica- 
tion, curable, composition, connivance, sensible, giddiness, wearily, easiest, 
moneys, chimneys, copies, copyist, donkeys. 



Appendix B— Orthographic Chart. 



1. Diacritical Marks of Simple and Compound Vocals. 



1. 


a 


2. 


a 


3. 


a 


4. 


a 


5. 


a 


6. 


a 


7. 


a 


1. 


e 


2. 


e 


3. 


g 


4. 


e 


5. 


e 


1. 


i 


2. 


i 


3. 


i 



4. 1 = 



2. 6 



fate, ate. 
bat, at. 
pear, hare, 
far, iih. 
brass, ask. 
wall, all. 
wad, wan. 
field, key. 
pen, let. 
there, gre. 
they, prey, 
herd, her. 
bind, mile, 
tin, hill, 
pique, mien, 
bird, sir. 
vote, old. 
not, odd. 



o 

o 

o 

6 

oo 

do 

u 



8. 
4. 
5. 
6. 
1. 
2. 
1. 

2. u 

3. u 

4. u 

5. u 

1- y 
2. y 

1. oi 

2. ou 
8. i 
4. u 



= come, other. 

= wolf, bosom. 

:= do, prove. 

= form, ought. 

= hoot, boom. 

= hook, wool. 

= tube, tise. 

= tub, lis. 

= rude, rule. 

= pull, full. 

= burn, iirge. 

= sky, fly. 

= nymph, cyst. 
Compound Vocals. 

= ai in coil, toy. 

= aoo in foul, how. 

= ae in pine, try. 

= eoo in tube, lise. 



2. Diacritical Marks of Subvocals and Aspirates. 



1. 9, soft, = 

2. €, hard, = 

3. 9h, soft, = 

4. €h, hard, = 

5. ch, unmarked, = 

6. g, hard, = 

7. g, soft, = 

8. n, guttural, = 



9. 

10. 

"^haise. 11. 
choir. 12. 
child. 13. 

14. 

15. 

16. 

17. 



9ite. 
call. 



get. 

gem. 

link. 



ng 

ph 

qu 

s, aspirate, 

§, subvocal, 

th, as^jirate, 

th, subvocal, 

X, aspirate, ks 

S, subvocal, gz 



= n m smg. 

= f in phantom. 

= kw in quack. 

= yes. 

= hag. 

= thin. 

= tills. 

= fix. 

= ejjert. 



3. Physiological Classification op Subvocals and Aspirates. 



1. Abrupts: 

2. Continuants: 

3. Coalescents: 

4. Abrupts: 

5. Continuants: 

6. Coalescents: 



Labials. 
b 

m, v 
w 

P 
f 
wh 

Names of the Diacritical Marks. 



Dentals. 
d 
1, n, z, til 

y 
t 

s, th 



Palatals. 

J 

r, zh 



ch 

sh 



Gutturals. 

g 
ng 

k 

h 



1. a 

2. a 

3. a 

4. a 

5. a 
[154] 



macron. 

breve. 

dot. 

diseresis. 

caret, or circumflex. 



tilde, or wave, 
cedilla. 

peri3endicular. 
horizontal. 



Appendix C— Rules for Spelling. 



(a) Consonant Doubled. 

1. Rule I. — In monosyllables, terminal f, 1, or s, preceded by a single 
vowel, is written double ; as, staff, hill, pass, off, mill. 

Exceptions: clef, if, of, as, is, has, was, yes, his, this, us, thus, gas, pus. 

2. Rule II. — A terminal consonant preceded by a single accented vowel, 
is doubled before an added suffix beginning with a vowel; as, rob + ed = 
robbed; fop + ish = foppish; refer + ed = referred; quit + ed = quitted ; 
diagram + ed = diagrammed. 

(b) Consonant Not Doubled. 

3. Rule III. — All terminal consonants except f, 1, and s are written 
single; as, cat, man, tar, brag, tab, ham, lap, wax, pod, whiz, task. 

Exceptions: add, ebb, odd, inn, butt, buzz, egg. 

4. Rule IV. — A terminal consonant preceded by a digraph, dij)hthong, 
another consonant, or an unaccented vowel, is never doubled; as, boil + ing 
= boiling; def end + ed = defended ; travel + ing = traveling. 

(c) E Sometimes Dropped. 

5. Rule V. — Terminal e is dropped before a suffix beginning with a 
vowel ; as, love + ing = loving ; force -|- ible = forcible ; love -|- ed = loved. 

Exception 1; -ce and -ge retain e before a and o ; as, peace + able 
= peaceable ; courage -j- ous = courageous. 

Exception 2 ; E as part of a digraph is usually retained ; as, hoe 
+ ing = hoeing ; agree -\- ing = agreeing. At other times it is dropped 
accordmg to the rule ; as, sue -|- ing = suing ; see -(- er = seer. 

6. Rule VI. — Silent terminal e is not dropped before an added suffix 
beginning with a consonant; as, large + Ij^ = largely ; pale -f ness = pale- 
ness; judge + nient = judgement. (Judgement is also, but arbitrarily, 
written judgment.) 

Exceptions: true -|- ly = truly; awe + ful = awful; whole + ly = wholly. 

(d) Y AND IE Changed. 

7. Rule VII. — Except before i, y preceded by a consonant is changed 
to i before an added suffix; as, carry + ed = carried ; fly + es= flies; glory 
-j- ous = glorious; merry + er = merrier; pity + able = pitiable; many + 
fold = manifold; Mary -|- es = Maries; Ptolemy + es = Ptolemies; Welby + 
es := Welbies. (Maries and Harries are by some written Marys and Harrys, 
but unconformably to rule.) 

Exceptions: duty + ous = duteous, beauty + ous = beauteous; bounty 

-\- ous = bounteous; miscellany -| ous =: miscellaneous. 

[155] 



156 THE SYSTEM METHOD. 

8. Rule VIII. — Y terminal preceded by a vowel is not changed; as, 
play + ing = playing; valley + s = valleys ; gay + ly = gayly ; Thackeray 
+ s = Thackerays; Motley + s = Motleys; Gray + s = Grays. 

9. Rule IX. — le terminal is changed to y before ing; as, die + ing = 
dying; tie + ing = tying. 

(e) Regular Plurals in s, es, or 's. 

10. Rule X. — Nouns ending in a syllable that coalesces with s, including 
those in o preceded by a vovt^el, add s only, for the plural; as, tack-s, day-s, 
hoe-s, decree-s, water-s, coffee-s, U. S. Grant-s, Miss Thompson-s, Grey-s, 
Maloy-s, Guyot-s, Gyulay-s, Hadley-s, David-s, Canada-s, Shawnee-s, 
Chippev?'a-s, "Stamp-Act-s," "Magna Charta-s," tong-s, vital-s, new-s, 
physic-S; thank-s, going-s, mump-s, embryo-s, cuckoo-s, Hindoo- s. 

11. Rule XI. — Nouns ending in a syllable that does not coalesce with 
s, and nouns ending in o preceded by a consonant, add es for the plural; as, 
box-es, class-es, six-es, summons-es, fli-es, compani-es, loav-es, liv-es; Mari-es, 
Sicili-es, ladi-es, Mrs. Welbi-es; negro-es, echo-es, hero-es, Lucas-es, S. S. 
Mackintosh-es, James-es, Crumless-es, Cicero-es, Plato-es. 

Exceptions: canto-s, quarto-s, piano-s, solo-s, duodecimo-s, tyro-s, 
proviso-s, octavo-s, memento-s, lasso-s. 

13. Rule XII. — Letters, signs, and figures substitute the apostrophe (') 
for the e in the es; as, g's, ll's, p's, -f's, — 's, etc. 

(f) IrregulxVr, Arbitrary, and Common Plurals. 

13. The following nouns form the plural irregularly: — 
Child, children. Louse, lice. Ox, oxen. 
Foot, feet, Man, men. Woman, women. 
Goose, geese. Mouse, mice. Tooth, teeth. 

14. Pronouns form the plural arbitrarily: — 

I, we. Thou, you. He, they. She, they. It, they. 
My, our. Thy, your. His, their. Her, their. Its, their. 
Me, us. Thee, you. Him, them. Her, them. It, them. 

15. The following nouns and pronouns have twin-like, common, or 
equivocal, forms for the singular and the plural : — 

Nouns: sheep, deer, swine, vermin, hose, fox, gross, neat, grouse, 
public, Esquimaux, Japanese, Cyclops, corps, molasses. 
Pronouns: who, which, what, that, as 



SYSTEM ORTHOGBAPHY— GRADE B. 15^ 



CHAIvLKNOK. 



(a.) Propositions. — To hasten the development of the perfect method 
of leai'ning and teaching the science system of orthography, the author of 
"The System Method" challenges any educator of the United States, Can- 
ada, England, Germany, or France to j^rove either of the following propo- 
sitions: — 

1. That this system method is not a better method than he himself uses. 

2. That this system method is not the true method. 

(b.) Conditions. — 1- Such educator shall compress his argument into 
not to exceed 150 8vo. pages of a 200-page discussion. 

2. The author of "The System Method" to have the last 50 pages of 
such 200-page discussion, in which to reply. 

3. The decision to be made by five judges, three of whom shall be 
James Russell Lowell, of Boston, A. Wilford Hall, of New York, and the 
State Superintendent of Indiana; these three to choose a fourth and a fifth. 

4. The judges shall make no qualification, but render their decision af- 
firming or denying the propositions as they stand. 

5. The expression, "this system method," of the propositions, to be 
construed to mean that method of learning and teaching the science system 
of orthography exemplified in this (No. 16) Work-Book, and advocated in 
this Volume I. of "The System Method," together with the author's 50 last 
pages of the 200-page discussion. 

6. Such educator shall make no use of the Learner's Work-Tree or any 
counterfeit in establishing any argument. 

(c.) Offer. — 1. As a summons to earnest exertion, the author of "The 
System Method " ofEers to print and deliver to such educator, for his own 
disposal, and free of all cost to him, 1,000 volumes of such 200-page discus- 
sion, neatly bound in cloth. 

2. The period of this offer extends from July 1st, 1886, to July 1st, 
1888. 

3. Such educator shall prepare his 150 first pages in proper form to be 
examined by the judges, in MS. or print, as he may choose. 



158 



THE SYSTEM METHOD. 



Prog. I: /. Voice. 



2. Sound. 



3. Continuance. 



1. E* 




a. Voiced. 

b. Whispereci. 

voiced, 


a. Subvocal. 

b. Aspirate. 

c. Vocal. 

subvocal. 


a. Continuant. 

b. Abrupt. 

continuant. 


a 


= 


voiced, 


vocal. 


continuant. 


t 
2. C* 

a 


= 


whispered, 
whispered, 
voiced, 


aspirate, 
aspirate, 
vocal, 


abrupt, 
abrupt, 
continuant. 


t 
3. G* 


=1 


whispered, 
voiced, 


aspirate, 
subvocal. 


abrupt, 
abrupt. 


6 


= 


voiced, 


vocal. 


continuant. 


t 

4. Etc., 


etc. 


whisjoered. 


aspirate. 


abrupt. 



* To Teacher: For the words rat, cat, get, etc., to be assigned to your class, 
and here above and below worked out (i. e., branched through their classes) as 
your pupils are to do with them, refer to "Appendix A" of this (No. i6) Work- 
Book, pages 149-153 inclusive. Be sure to show your class how to get started, by 
yourself thus branching five or six letters through their classes, as shown above. 
"The teacher may teach by doing [what he wants his pupils to do], and not 
otherwise." For any desired explanation of the programs, or for any definition 
desired, refer to Appendix D, page 180, or to your text-book of orthography or 
Englisli grammar. If you will only follow these programs and the Learner's 
Work-Tree, and tlioroughly explain each new program when you introduce it, you 
cannot fail of success ; you will surprise yourself, your school, and the community, 
this "hateful" orthography and these "trifling," "half-hearted" pupils soon 
changing to this "fascinating" science system (tree system) of orthography and 
these "earnest," "whole-hearted" students. 

Prog. II: / 



1. 


L 




a 




n 




d 


2. 


B 




o 




X 


3. 


H 




e 




1 




P 


4. 


F 




o 




X 


5. 


C 




1 




a 




m 



>/ce. 2. 


Sound. 


3. Position. 


a. Voiced. 

b. Whispered. 

voiced. 


a. Vocal. 

b. Subvocal. 

c. Aspirate. 

subvocal. 


a. Antecedent. 

b. Base. 

c. Consequent. 

antecedent. 


voiced, 


vocal. 


base. 


voiced, 
voiced, 
voiced. 


subvocal, 
subvocal, 
subvocal. 


consequent, 
consequent, 
antecedent. 


voiced. 


vocal. 


base. 


whispered, 
whispered, 
voiced, 


aspirate, 
aspirate, 
vocal. 


consequent, 
antecedent 
base. 


voiced, 
whispered, 
whispered,^ 
voiced. 


subvocal, 
aspirate, 
aspirate, 
vocal. 


consequent, 
consequent, 
antecedent, 
base. 


whispered, 
whispered, 
voiced, 


aspirate, 
aspirate, 
subvocal. 


consequent, 
antecedent, 
antecedent. 


voiced. 


vocal. 


base. 


voiced, 


subvocal. 


consequent. 



SYSTEM OBTHOGBAPHY— GRADE B. 



159 



Prog. Ill: 



1. 


W 




e 




t 


2. 


H 




a 




s 


3. 


Y 




e 




t 


4. 


H 




e 



H 



oice. 2. 


Sound. 


a. Voiced. 

b. Whispered. 

voiced, 


a. Vocal, 

b. Sub vocal. 

c. Aspirate. 

subvocal. 


voiced, 


vocal. 


whispered, 
whispered, 
voiced. 


aspirate, 
aspirate, 
vocal. 


voiced. 


subvocal. 


voiced, 


subvocal, 


voiced, 


vocal. 


whispered, 
whispered, 
voiced. 


aspirate, 
aspirate, 
vocal. 


voiced, 


subvocal. 


whispered, 
voiced, 


aspirate, 
vocal. 


voiced. 


subvocal. 



3. Continuance. 

a. Continuant. 

b. Abrupt. 

c. Coalescent. 

coalescent. 

continuant. 

abrupt. 

coalescent. 

continuant. 

continuant. 

coalescent. 

continuant. 

abrupt. 

coalescent. 

continuant. 

continuant. 

coalescent. 

continuant. 

abrupt. 



Prog. IT: /. Letter. 



2. Sound, 



1. S 



n 

2. T 
a 
1 
k 

3. K 
i 

1 
n 

4. K 
i 
c 
k 



a. Sonant. 

b. Non-sonant. 

c. Aphthong. 


a. Vocal. 

b. Subvocal. 

c. Aspirate. 


non-sonant. 


aspirate. 


sonant. 


vocal. 


aphthong. 




sonant. 


subvocal. 


non-sonant. 


aspirate. 


sonant, 


vocal, 


aj)hthong. 




non-sonant. 


aspirate. 


non-sonant. 


aspirate. 


sonant. 


vocal, 


sonant. 


subvocal. 


aphthong. 




non-sonant. 


aspirate. 


sonant, 


vocal. 


aphthong. 




non-sonant. 


aspirate. 



3. Continuance. 

a. Continuant. 

b. Abrupt. 

c. Coalescent. 

continuant, 
continuant. 



continuant. 

abrupt. 

continuant. 

abrupt, 
abrupt 
continuant, 
continuant. 

abrujDt. 
continuant. 

abrupt. 



160 



THE SYSTEM METHOD. 



Prog. Y. — Branching by Learner's Work-Tree. 

JT'ote. — It is the undertaking of science to obtain power over the great and oth- 
erwise unmanageable multitude of particulars by organizing them — by putting an 
organic unit, i. e., a system, into them. Now, in developing any science system, two 
great steps are to be had: (1.) This multitude are to be thoroughly classified; (2.) 
These classes thus formed are to be branched into what science system is, namely, 
the tree system, whose branches are all classes of the particulars to be learned 
(branched) . Mark with extraordinary attention the fact that this second step In 



Si f> ^ 




ORXMOGRAPHIC ^ATORKI-TREE. 

Copyright, 1886, by I. E. WILSON. 

the development of a science system, is the all-important step ; since, if the classes 
are not thus branched into the science tree, we remain ignorant of what the stu- 
dent's true process of work is, thus forced to "rat it" through old holes and rutted 
ways, even unconscious that we are learning a branch, and that, therefore, our tree 
process is branching ! Observe below how each particular (letter) is branched up- 
ward, in the tree branches, through all the important classes to which it belongs. 
Observe more, that this branching through classes is uncovering the attributes of the 
letters, which is true learning, as all agree. 

* Or, DIGRAPH. DIPHTHONG, TRIGRAPH. 



SYSTEM 0BTH0OBAPH7—OBADE B. 



161 



Prog. 

1. o 

f 
t 

e 
n 

2. C 
1 





3. W 



s 
e 

4. T 
o 
n 

s 

5. F 
o 

X 

e 
s 

6. P 

s 

a 

1 

m 

7. S 
u 
b 
t 
1 
e 

8. D 
u 

m 
b 



TI.— Branching by 

=: sonant, 



Learner's Work-Tree (Continued). 

vocal, simple, guttural. 



asj)irate, 


continuant, 


labial. 




aphthong. 








apbthong. 








sonant, 


subvocal. 


continuant. 


dental. 


aspirate. 


abrupt, 


guttural. 




sonant. 


subvocal. 


continuant. 


dental. 


sonant. 


vocal. 


simple. 


guttural. 


sonant. 


subvocal. 


continuant. 


dental. 


sonant. 


vocal, 


simple, 


palatal. 


aspirate, 


abrupt. 


dental. 




aphtliong. 








aspirate. 


coalescent, 


guttural. 




sonant. 


vocal. 


simple. 


labial. 


sonant. 


subvocal, 


continuant, 


dental. 


aphthong. 








aspirate, 


abrupt. 


dental. 




sonant. 


vocal, 


simple. 


guttural. 


sonant. 


subvocal. 


continuant, 


dental. 


sonant. 


subvocal. 


continuant. 


dental. 


aspirate. 


continuant, 


labial. 




sonant. 


vocal, 


simjDle, 


guttural. 


aspirate. 


continuant. 


dental. 




sonant, 


vocal. 


simple, 


palatal. 


sonant. 


subvocal. 


continuant. 


dental. 


aphthong. 








aspirate. 


continuant, 


dental. 




sonant, 


vocal. 


simple. 


guttural. 


aphthong. 








sonant. 


subvocal, 


continuant. 


labial. 


aspirate. 


continuant. 


dental. 




sonant. 


vocal, 


simple. 


guttural. 


aphthong. 








aspirate. 


abrupt. 


dental. 




sonant. 


subvocal, 


continuant. 


dental. 


aphthong. 








sonant. 


subvocal. 


abrupt. 


dental. 


sonant. 


vocal. 


simple, 


guttural. 


sonant, 


subvocal. 


continuant. 


labial. 


aphthong. 









11 



162 



THE SYSTEM METHOD. 



Prog-. 


yii: 


/. 


Position. 


2. Sound. 


3. Letter. 








a. Antecedent. 

b. Base. 

c. Consequent. 


a. Vocal. 

b. Subvocal. 

c. Aspirate. 


a. Sonant. 

b. Non-sonant. 

c. Aphtliong. 


1. 


G 


= 


antecedent, 


subvocal. 


sonant. 




1 


= 


antecedent, 


subvocal. 


sonant. 




a 


== 


base, 


vocal. 


sonant. 




d 


= 


consequent, 


subvocal. 


sonant. 




e 


= 


consequent. 




aphthong. 


2. 


S 


= 


antecedent. 


aspirate, 


non-sonant. 




P 


= 


antecedent, 


aspirate, 


non-sonant. 




i 


== 


base, 


vocal. 


sonant. 




k 


= 


consequent. 


aspirate. 


non-sonant. 




e 


== 


consequent. 




aplitbong. 


3. 


M 


= 


antecedent, 


subvocal. 


sonant. 




a 


= 


base, 


vocal, 


sonant. 




s 


= 


consequent. 


aspirate. 


non-sonant. 




k 


= 


consequent. 


aspirate. 


non-sonant. 


4. 


S 


= 


antecedent, 


aspirate. 


non-sonant. 




P 


= 


antecedent. 


aspirate, 


non-sonant. 




u 


= 


base, 


vocal. 


sonant. 




r 


^ 


consequent. 


subvocal. 


sonant. 




n 


= 


consequent, 


subvocal. 


sonant. 


Prog. 


Till 


: /. 


Position. 


2. Sound. 


3. Letter. 








a. Antecedent. 

b. Base. 

c. Consequent. 


a. Vocal. 

b. Subvocal. 

c. Aspirate. 


a. Vowel. 

b. Consonant. 

c. Aphthong. 


1. 


B 


= 


antecedent, 


subvocal. 


consonant. 




1 


= 


antecedent. 


subvocal. 


consonant. 




a 


= 


base, 


vocal, 


vowel. 




c 


= 


consequent. 




aphthong. 




k 


= 


consequent. 


aspirate. 


consonant. 


2. 


S 


= 


antecedent. 


aspirate. 


consonant. 




w 


= 


antecedent, 




aphthong. 







= 


base. 


vocal. 


vowel. 




r 


= 


consequent. 


subvocal. 


consonant. 




d 


= 


consequent, 


subvocal. 


consonant. 


3. 


F 


= 


antecedent, 


aspirate. 


consonant. 




1 


= 


antecedent. 


subvocal, 


consonant. 







= 


base. 


vocal, 


vowel. 




c 


= 


consequent. 




aphthong. 




k 


= 


consequent. 


aspirate. 


consonant. 


4. 


L 


= 


antecedent. 


subvocal. 


consonant. 




a 


= 


base, 


vocal, 


vowel. 




n 


= 


consequent. 


subvocal. 


consonant. 




k 


= 


consequent, 


aspirate. 


consonant. 



SYSTEIf OBTHOGRAPHT—QBADE B. 



163 



Prog. 


,IX: 


/. 


Position. 2. 


Construction, c 


?. Continuance. 










a. Antecedent. 

b. Base. 

c. Consequent. 


a. Vowel. 

b. Consonant. 


a. Abrupt. 

b. Continuant. 

c. Coalescent. 


1. 


H 




= 


antecedent, 


consonant, 


coalescent. 




u 




= 


base, 


vowel, 


continuant. 




s 




= 


consequent, 


consonant. 


continuant. 




b 




= 


antecedent, 


consonant. 


abrupt. 




a 




= 


base. 


vowel, 


continuant. 




n 




= 


consequent. 


consonant, 


continuant. 




d 




= 


consequent. 


consonant. 


abrupt. 


2. 


E 




= 


base. 


vowel. 


continuant. 




f 




= 


consequent, 


consonant, 


continuant. 




f 




= 


antecedent. 


consonant. 


continuant. 




e 




= 


base. 


vowel. 


continuant. 




c 




= 


consequent. 


consonant. 


abrupt. 




t 




= 


consequent. 


consonant. 


abrupt. 


3. 


P 




= 


antecedent. 


consonant. 


abrupt. 




a 




= 


base, 


vowel. 


continuant. 




s 




= 


consequent. 


consonant, 


continuant. 




t 




= 


consequent. 


consonant, 


abrupt. 


4. 


D 




= 


antecedent. 


consonant. 


abrupt. 


Prog 


.X 


: / 


. Letter. 2. 


Continuance. 


3. Obstructioi 










a. Sonant, or Tonic. 

b. Aspirate, or Atonic, 

c. Aphthong. 


a. Abrupt. 

b. Continuant. 

c. Coalescent. 


a. Labial. 

b. Dental. 

c. Palatal. 

d. Guttural. 


1. 


s 


= 




aspirate. 


continuant. 


dental. 




q 


= 




aspirate. 


abrupt. 


guttural. 




u 


= 




sonant. 


coalescent. 


labial. 




a 


= 




sonant} 


continuant. 


palatal. 




r 


= 




sonant, 


continuant. 


palatal. 




e 


= 




apbtbong. 






2. 


A 


= 




sonant. 


continuant. 


palatal. 




c 


= 




aspirate. 


continuant, 


dental. 




i 


= 




sonant. 


continuant, 


palatal. 




d 


= 




sonant. 


abrupt, 


dental. 


3. 


Z 


= 




sonant. 


continuant. 


dental. 




e 


= 




sonant, 


continuant. 


dental. 




r 


= 




sonant. 


continuant. 


palatal. 







= 




sonant. 


continuant. 


labial. 


4. 


C 


= 




aspirate. 


continuant. 


dental. 




e 


= 




sonant. 


continuant. 


dental. 




d 


= 




sonant. 


abrupt, 


dental. 




a 


= 




sonant. 


continuant. 


guttural. 




r 


= 




sonant. 


continuant. 


palatal. 



164 



THE SYSTEM METHOD. 



Prog. 


XI.— Branching by Learner's Work-Tree. 




(for the program 


TREE, REFER 


BACK TO PROG. 


V.) 


1. P 


= 


aspirate. 


abrupt. 


labial. 




1 


= 


sonant. 


subvocal. 


continuant, 


dental. 


u 


= 


sonant, 


vocal. 


simple. 


guttural. 


m 


= 


sonant. 


subvocal. 


continuant. 


labial. 


2. G 


= 


sonant. 


subvocal. 


abrupt. 


guttural. 


i 


= 


sonant, 


vocal. 


simple. 


palatal. 


m 


= 


sonant, 


subvocal. 


continuant. 


labial. 


1 


= 


sonant, 


subvocal. 


continuant, 


dental. 


e 


= 


sonant. 


vocal. 


simple. 


palatal. 


t 


= 


aspirate. 


abrupt. 


dental. 




3. S 


= 


aspirate. 


continuant. 


dental. 




k 


= 


aspirate, 


abrupt. 


guttural. 




y 


= 


sonant. 


vocal. 


compound. 


open. 


1 


= 


sonant. 


subvocal. 


continuant. 


dental. 


a 


= 


sonant. 


vocal. 


simple. 


guttural. 


r 


= 


sonant, 


subvocal, 


continuant. 


palatal. 


k 


= 


aspirate. 


abrupt. 


guttural. 




4. S 


= 


aspirate. 


continuant. 


dental. 







= 


sonant. 


vocal. 


simple. 


guttural. 


1 


= 


sonant. 


subvocal. 


continuant. 


dental. 


e 


= 


sonant. 


vocal. 


simple. 


palatal. 


m 


= 


sonant. 


subvocal. 


continuant, 


labial. 


n 


= 


aplitliong. 








5. C 


= 


aspirate, 


abrupt. 


guttural. 




a 


= 


sonant. 


vocal. 


simple. 


palatal. 


P 


= 


aspirate. 


abrupt. 


labial. 




t 


= 


aspirate. 


abrupt. 


dental. 




u 


= 


sonant. 


vocal. 


compound. 


close. 


r 


= 


sonant. 


subvocal. 


continuant. 


palatal. 


e 


= 


aplithong. 








6. V 


= 


sonant. 


subvocal. 


continuant. 


labial. 


e 


= 


sonant. 


vocal. 


simple. 


palatal. 


X 


= 


aspirate. 


continuant. 


dental. 




7. C 


= 


aspirate. 


continuant. 


dental. 




i 


= 


sonant. 


vocal. 


simple. 


guttural. 


r 


= 


sonant. 


subvocal. 


continuant. 


palatal. 


c 


= 


aspirate. 


abrupt. 


guttural. 




1 


= 


sonant. 


subvocal. 


continuant. 


dental. 


e 


== 


apbthong. 









SYSTEM OETHOOMAPHY— GRADE B. 



165 



Prog 


. XII. 


—Brandling hy Work-Tree (Continued). 


1. G 


= 


sonant, 


subvocal. 


abrupt, 


guttural. 


li 


= 


aplithong. 








o 


= 


sonant, 


vocal, 


simple. 


labial. 


s 


= 


aspirate, 


continuant, 


dental. 




t 


= 


aspirate, 


abrupt. 


dental. 




2. A 


= 


sonant, 


vocal. 


simple. 


palatal. 


s 


= 


sonant. 


subvocal. 


continuant. 


dental. 


til 


= 


aphtbong. 








m 


= 


sonant, 


subvocal, 


continuant. 


labial. 


a 


= 


sonant, 


vocal. 


simple. 


guttural, 


3. A 


= 


sonant. 


vocal. 


simijle. 


guttural. 


g 


= 


sonant. 


subvocal. 


abrupt. 


guttural, 


h 


= 


apbtbong. 








a 


= 


sonant, 


vocal. 


simple. 


palatal. 


s 


= 


aspirate. 


continuant. 


dental. 




t 


= 


aspirate, 


abrupt. 


dental. 




4. F 


= 


aspirate, 


continuant. 


labial. 




r 


= 


sonant. 


subvocal. 


continuant. 


palatal. 





= 


sonant. 


vocal. 


simple. 


guttural. 


1 


= 


sonant. 


subvocal. 


continuant. 


dental. 


i 


= 


sonant. 


vocal. 


simple. 


palatal. 


c 


= 


aspirate. 


abrupt. 


guttural. 




5. D 


= 


sonant. 


subvocal. 


abrupt. 


dental. 


u 


= 


sonant, 


vocal. 


simple, 


guttural. 


c 


= 


apbtbong. 








k 


= 


aspirate. 


abrupt. 


guttural. 




s 


= 


aspirate. 


continuant. 


dental. 




6. S 


= 


aspirate. 


continuant. 


dental. 




c 


= 


aspirate. 


abrupt. 


guttural. 




r 


= 


sonant. 


subvocal. 


continuant. 


palatal. 


a 


= 


sonant. 


vocal. 


simple. 


palatal. 


o- 

o 


= 


sonant. 


subvocal. 


abrupt. 


guttural. 


g 


= 


sonant. 


subvocal. 


abrupt. 


guttural. 


y 


= 


sonant. 


vocal. 


simple. 


palatal. 


7. G 


= 


sonant, 


subvocal. 


abrupt. 


guttural. 


i 


= 


sonant. 


vocal. 


' simple. 


palatal. 


b 


= 


sonant. 


subvocal. 


abrupt. 


labial. 


b 


= 


sonant, 


subvocal. 


abrupt. 


labial. 


6 


= 


sonant. 


vocal. 


simple. 


guttural. 


r 


= 


sonant. 


subvocal. 


continuant. 


palatal. 



166 



THE SYSTEM METHOD. 



Prog. XIIL— Branching by Work-Tree (Continued). 



1. R 


= 


sonant, 


subvocal. 


continuant. 


palatal. 


h 


= 


apbtbong. 








o 


= 


sonant. 


vocal. 


simple. 


guttural. 


m 


= 


sonant, 


subvocal, 


continuant. 


labial. 


b 


= 


apbtbong. 








2. R 


= 


sonant, 


subvocal, 


continuant. 


palatal. 


b 


= 


aphtbong. 








u 


== 


sonant. 


vocal. 


compound. 


close. 


b 


== 


sonant, 


subvocal. 


abrupt, 


labial. 


a 


z= 


sonant, 


vocal. 


simple. 


guttural. 


r 


= 


sonant. 


subvocal. 


continuant, 


palatal. 


b 


= 


sonant. 


subvocal. 


abrupt. 


labial. 


3. I 


= 


sonant. 


vocal, 


simple. 


palatal. 


n 


= 


sonant. 


subvocal, 


continuant, 


dental. 


t 


= 


aspirate, 


abrupt. 


dental. 




r 


= 


sonant. 


subvocal. 


continuant. 


palatal. 


i 


= 


sonant, 


vocal, 


simple, 


dental. 


g 


= 


sonant. 


subvocal. 


abrupt. 


guttural. 


u 


= 


apbthong. 








e 


= 


aphtbong. 








4. L 


= 


sonant. 


subvocal. 


continuant. 


dental. 


u 


= 


sonant, 


vocal. 


compound, 


close. 


c 


= 


aspirate, 


abrupt, 


guttural. 




r 


= 


sonant, 


subvocal. 


continuant. 


palatal. 


e 


= 


ajjb thong. 








5. 


= 


sonant. 


vocal, 


simple. 


labial. 


P 


= 


aspirate. 


abrupt, 


labial. 




a 


= 


sonant, 


vocal, 


simple. 


dental. 


q 


= 


aspirate, 


abruj)t. 


guttural. 




u 


= 


apbthong. 








e 


— 


aphtbong. 









Note, — Let this work of branching, i. e., doing the learning act, be continued 
until the learner (brancher) has a distinct 7nental picture of this orthographic 
branch (science tree) ; that is to say, continue this up-the-tree process of branch- 
ing letters through their classes (branch classes) until the student is able to repro- 
duce the tree on the blackboard from memory. You have then, not till then, 
mastered the science (system) of orthography ; for mastery of any science system 
consists of having in mind that mental picture ; since it is only by means of such 
mental picture that student will be able, in after life, to solve (i. e., re-branch) 
any letter. 



SYSTEM OBTHOGBAPET—OBADE B. 



167 



Prog.XIY; 


: /. Union. 2. 


Leiien. 


3. Subdivision. 






a. Letter, or monograph. 

b. Digraph. 

c. Trigraph. 

d. Diphthong. 


a. Sonant. a. Abrupt. 

b. Aspirate, or non-sonant, b. Continuant. 

c. Aphthong. c. Simple vocal. 

d. Compound vocal. 


1. B 


= 


letter. 


sonant. 


abrupt. 


ee 


= 


digraph, 


sonant. 


simple vocal. 


f 


= 


letter, 


aspirate. 


continuant. 


2. Sh 


= 


digraph. 


aspirate. 


continuant. 


i 


= 


letter, 


sonant, 


simple vocal. 


P 


= 


letter. 


aspirate. 


abrupt. 


3. Th 


= 


digraph. 


sonant, 


continuant. 


i 


= 


letter. 


sonant, 


simple vocal. 


s 


= 


letter. 


aspirate. 


continuant. 


4. Ch 


= 


digraph, 


aspirate. 


abrupt. 


u 


= 


letter. 


sonant. 


simjile vocal. 


r 


= 


letter. 


sonant, 


continuant. 


ch 


= 


digraph 


aspirate. 


abrupt. 


5. B 


= 


letter, 


sonant. 


abrupt. 


u 


= 


letter. 


sonant. 


comp'nd vocal. 


r 


= 


letter, 


sonant, 


continuant. 


eau 


= 


trigraph. 


sonant. 


simple vocal. 


Prog. XV: 


/. Union. 2. 


Construction. 


3. Diacritical Mark 






a. Monograph. 

b. Digraph. 

c. Trigraph. 


a. Vowel. 

b. Consonant. 

c. Aphthong. 


a. Macron. 

b. Breve. 

c. Diaeresis. 

d. Unmarked. 


1. P 


= 


monograph, 


consonant. 


unmarked. 


1 


= 


monograph, 


consonant, 


unmarked. 


ayt 


= 


digra2:)h, 


vowel, f 


macron. 


3. V 


= 


monograph. 


consonant. 


unmarked. 


iewf 


= 


digraph. 


vowel. 


unmarked. 


3. M 


= 


monograph. 


consonant. 


unmarked. 


ewf 


= 


digraph. 


vowel. 


unmarked. 


4. 


= 


monograph, 


vowel. 


macron. 


ce* 


= 


digraph. 


consonant, f 


unmarked. 


a 


= 


monograph, 


vowel. 


unmarked. 


n 


= 


monograph. 


consonant. 


unmarked. 



*Ce, ti, and si, representing the sound sh, have, by reputable authors, been 
called "combined" digraphs, on the erroneous supposition that the e or the i 
"combined" with the consonant (c, t, or s) is a vowel. But since the e and the 
i help to produce an aspirate (sh) sound, and since, on the contrary, every 
vowel must represent a vocal sound, such e and i are not vowels, but consonants. 
Ce is therefore not a " combined," but simply a consonant, digraph. 

f Strictly speaking, ay, iew, ew, ce, etc. are each iwo or three vowels or con- 
sonants, not one. If the singulars, "vowel" and "consonant," are used, they are 
to be understood as properly applying to each letter in the combination. 



168 



THE SYSTEM METHOD. 



Prog. 


XTI: / 


'. Union. 2. 1 


Obstruction. 


3. Diacritical Mark. 






a. Monograph. 

b. Digraph. 

c. Trigraph. 


a. Labial. 

b. Dental. 

c. Palatal. 

d. GutturaL 

e. Aphthong. 


a. Macron, f. Tilde. 

b. Breve. g. Cedilla. 

c. Caret. h. Horizontal. 

d. Diaaresis. i. Perpendicular. 

e. Dot. j. Unmarked. 


1. s 


= 


nionograph. 


dental, 


unmarked. 


t 


= 


monograph, 


dental. 


unmarked. 


ea 


= 


digrai)b. 


palatal. 


breve. 


1 


= 


monograiih, 


dental. 


unmarked. 


th 


= 


digraph, 


dental, 


unmarked. 


2. P 


= 


monograph. 


labial. 


unmarked. 


r 


= 


monograph, 


palatal. 


unmarked. 


ai 


= 


digraph, 


dental. 


macron. 


r 


= 


monograph, 


palatal, 


unmarked. 


ie 


= 


digraph, 


palatal, 


breve. 


3. M 


= 


monograph, 


labial. 


unmarked. 


i 


= 


monograph, 


palatal. 


breve. 


s 


= 


monograph. 


dental. 


unmarked. 


cli 


= 


digraph, 


palatal. 


unmarked. 


ie 


= 


digraph. 


palatal. 


breve. 


f 


= 


monograjih, 


labial. 


unmarked. 


Prog. 


XYII: 


/. Union. 2. 


Obstruction. 


3. Diacritical Mark. 






a. Monograph. 

b. Digraph. 

c. Trigraph. 


a. Labial. 

b. Dental. 

c. Palatal. 

d. Guttural. 

e. Aphthong. 


a. Macron, f. Tilde. 

b. Breve. g. Cedilla. 

c. Caret. h. Horizontal. 

d. Di.-cresis. 1. Perpendicular. 

e. Dot. j. Unmarked. 


1. F 


= 


monograph, 


labial. 


unmarked. 


i 


= 


monograph, 


palatal. 


breve. 


1 


= 


monograjA, 


dental. 


unmarked. 


i 


= 


monograph. 


dental. 


unmarked. 


a 


= 


monograph. 


palatal. 


breve. 


1 


= 


monograph, 


dental, 


unmarked. 


2. Ch 


= 


digraph, 


palatal, 


cedilla. 


a 


= 


monograph. 


guttural. 


dot. 


r 


= 


monograph. 


palatal. 


unmarked. 


a 


= 


monograph. 


dental, 


macron. 


d 


= 


monograph. 


dental. 


unmarked. 


e 


= 


monograph. 


aphthong, 


unmarked. 


3. P 


= 


monograjjh. 


labial. 


unmarked. 


a 


= 


monograph. 


palatal. 


breve. 


c 


= 


monograjih. 


aphthong. 


unmarked. 


k 


= 


monograph, 


guttural. 


unmarked. 


a 


= 


monograph. 


dental, 


macron. 


g 


= 


monograph. 


palatal. 


dot. 


e 


= 


monograph. 


palatal, 


breve. 


8 


= 


monograph, 


dental. 


perpendicular. 



SYSTEM OBTHOOBAPHT— GRADE B. 



169 



Prog. XYIII : /• Position. 



1. B 

e 
g 



n 
e 

2. C 
a 
s 
t 
o 

ff 

3. I 
c 
e 
c 
r 

ea 
m 



a. Antecedent. 

b. Base. 

c. Consequent. 



antecedent, 

base, 

antecedent, 

base, 

consequent, 

consequent, 

antecedent, 

base, 

consequent, 

consequent, 

base, 

consequent, 

base, 

consequent, 

consequent, 

antecedent, 

antecedent, 

base, 

consequent. 



2. Accent of Syllable. 3. Diacritical Mark. 

t. Tilde, 
g. Cedilla, 
h. Horizontal, 
i. Perpendicular. 
1. Unmarked. 



a. Primary. 

b. Secondary. 

c. Unaccented 



unaccented, 

unaccented, 

primary, 

primary, 

primary, 

primary, 

primary, 

primary, 

primary, 

unaccented, 

unaccented, 

accented, 

accented, 

unaccented, 
unaccented, 
unaccented, 
unaccented, 



a. Macron. 

b. Breve. 

c. Caret. 

d. Diasresis. 

e. Dot. 

unmarked. 

macron. 

macron. 

breve. 

unmarked. 

unmarlved. 

horizontal. 

breve. 

unmarked. 

unmarked. 

caret. 

unmarked. 

macron. 

cedilla. 

unmarked. 

horizontal. 

unmarked. 

macron. 

unmarked. 



Prog. XIX: J. Position. 2. Accent of Syllable. 3. Diacritical Mark. 



1. W 



r 

th 

1 

e 

s 

t 

2. R 
h 
o 
m 
b 
u 
s 



a. Antecedent. 

b. Base. 

c. Consequent. 



antecedent, 

base, 

consequent, 

antecedent, 

base, 

base, 

consequent, 

consequent, 

antecedent, 

antecedent, 

base, 

consequent, 

antecedent, 

base, 

consequent. 



a. Primary. 

b. Secondary. 

c. Unaccented. 



primary, 

primary, 

primary, 

unaccented, 

unaccented, 

unaccented, 

unaccented, 

unaccented, 

accented, 

accented, 

accented, 

unaccented, 

unaccented, 

unaccented, 



a. Macron. 

b. Breve. 

c. Caret. 

d. Diaeresis. 

e. Dot. 

unmarked. 

dot. 

unmarked. 

horizontal. 

breve. 

breve. 

unmarked. 

unmarlied. 

unmarked. 

unmarked. 

breve. 

unmarked. 

unmarked. 

breve. 

unmarked. 



f. Tilde. 

g. Cedilla. 

h. Horizontal. 
i. Perpendicular, 
j. Unmarked. 



170 



THE SYSTEM METHOD 



Prog. XX : /. Position. 2. InterrupHon. 3. Diacritical Mark. 







a. Antecedent. 

b. Base. 

c. Consequent. 


a. Perfectly interrupted. 

b. Partially interrupted 

c. Molded merely. 

d. Aphthong. 


a. Macron. 

b. Breve. 

c. Caret. 

d. Diceresis. 

e. Dot. 


f. Tilde. 

g. Cedilla. 

h. Horizontal, 
i. Perpendicular, 
j. Unmarked. 


1. F 


= 


antecedent, 


partially interrupted. 


unmarked. 




i 


= 


base, 


molded merely, 


macron. 




r 


= 


consequent, 


partially interruDted, 


unmarked. 




e 


= 


consequent. 


aphthong, 


unmarked. 




c 


= 


antecedent. 


perfectly interrupted, 


horizontal. 




r 


= 


antecedent. 


partially interrupted, 


unmarked. 




a 


= 


base. 


molded merely. 


breve. 




c 


= 


consequent, 


aphthong, 


unmarked. 




k 


= 


consequent, 


perfectly interrupted, 


unmarked. 




e 


= 


base, 


molded merely. 


tilde. 




r 


= 


consequent. 


partially interrupted. 


unmarked. 




s 


= 


consequent. 


partially interrupted, 


perpendicular. 


2. H 


= 


antecedent. 


partially interrupted. 


unmarked. 




11 


= 


base. 


molded merely. 


breve. 




r 


= 


consequent. 


partially interrupted. 


unmarked. 




r 


= 


antecedent. 


partially interrupted. 


unmarked. 




a 


= 


base, 


molded merely. 


diaeresis (under). 


h 


= 


consequent. 


aphthong. 


unmarked. 





Prog. XXI: !• the 1. Antecedent, 2. Is a 1. 

3. Base, 2. 

3. Consequent, 



Vowel, 3. Representing 
Consonant, what sound, 
if any? 



1. Perfectly interrupted at the 1. Lips, 
3. Partially interrupted at the 3. Teeth, 



3. Molded merely 

7. And an 1. 
3. 
3. 



at the 3. Hard palate, 
4. Soft palate. 
Abrupt. 
Continuant. 
Coalescent. 



4. Which is a 1. Simple vocal, 5. 

2. Compound vocal, 

3. Subvocal, 

4. Aspirate, 
6. Producing a 1. Labial, 

3. Dental, 

3. Palatal, 

4. Guttural. 

1. E, (1.) the antecedent, (2.) is a consonant, (3.) representing its own 
proper sound r (enunciate), (4.) which is a subvocal, (5.) partially interrupted 
at the hard palate, (6.) producing a palatal (7.) and a continuant. 

a, (1.) the base, (2.) is a vowel, (3.) representing its own short sound a 
(enunciate), (4.) which is a simple vocal, (5.) molded merely, at the hard 
palate, (6.) producing a palatal (7.) and a continuant. 

t, (1.) the consequent, (2.) is a consonant, (3.) representing its own 
proper sound t (enunciate), (4.) which is an aspirate, (5.) perfectly interrupted 
at the teeth, (6.) producing a dental (7.) and an abrupt. 

Ifote. — For the verbal analysis of more difficult words, see Work-Book No. 17. 
See also back pages, 105 to 109. 



SYSTEM ORTHOGRAPHY— ORADE B. lYl 

Prog. XXII.— Oral Analysis (Continued by Prog. XXI). 

1. L, the antecedent, is a consonant, representing its own proper sound 
1 (enunciate), wiiich is a subvocal partially interrupted at the teeth, producing 
a dental and a continuant. 

a, the base, is a vowel, representing its own short sound a (enunciate), 
which is a simple vocal molded merely, at the hard palate, producing a 
palatal and a continuant. 

n, the immediate consequent, is a consonant, representing its own 
proper sound n (enunciate), which is a subvocal partially interrupted at the 
teeth, producing a dental and a continuant. 

d, the remote consequent, is a consonant, representing its own proper 
sound d (enunciate), which is a subvocal, perfectly interrupted at the teeth, 
producing a dental and an abrupt. 

2. H, the antecedent of the base, is a consonant, representing its own 
proper sound h (enunciate), which is an aspirate partially interrupted at the 
soft palate, producing a guttural and a coalescent. 

e, the base of the syllable, is a vowel, representing its own short sound 
e (enunciate), which is a simple vocal molded merely, at the hard palate, 
producing a palatal and a continuant. 

1, the immediate consequent of the base, is a consonant, representing 
its own proper sound 1 (enunciate), which is a subvocal jiartially interrupted 
at the teeth, producing a dental and a continuant. 

p, the remote consequent of the base, is a consonant, representing its 
own proper sound p (enunciate), which is an aspirate perfectly interrupted 
at the lips, producing a labial and an abrupt. 

Prog. XXIII: 1. the 1. Antecedent, 2. Is a 1. Vowel, 3, Representing 

2. Base, 2. Consonant, wlaat sound, 

3. Consequent, 3. Digraph, if any? 

4. Diphthong, 

5. Trigraph, 

4. Which is a 1. Simple vocal, 5. 1. Perfectly interrupted at the 1. Lips, 

2. Compound vocal, 3. Partially interrupt d at the 2. Teeth, 

3. Subvocal, 3. Molded at the 8. Hard palate, 

4. Aspirate, 4. Soft palate, 
G. Producing a 1. Labial, 7. And an 1. Abrupt. 

2. Dental, 2. Continuant. 

3. Palatal, 3. Coalescent. 

4. Guttural. 

1. S, the antecedent of the base, is a consonant, representing its own 

proper sound s (enunciate), which is an aspirate partially interrupted at the 

teeth, producing a dental and a continuant. 

i, the base, is a vowel, representing its own long sound I (enunciate), 

which is an open compound vocal molded at the soft palate and the teeth, 

producing a gutturo-dental and a continuant. 

g, the immediate consequent, is an aphthong. ^ 

n, the remote consequent, is a consonant, representing its own proper 

sound n (enunciate), which is a subvocal partially interrupted at the teeth, 

producing a dental and a continuant. 



172 THE SYSTEM METHOD. 

Prog. XXiy.— Oral Analysis (Continued by Prog. XXIII). 

1. D, the remote antecedent, is a consonant, representing its own proper 
sound d (enunciate), whicli is an aspirate perfectly interrupted at the teeth, 
producing a dental and an abrupt. 

w, the immediate antecedent, is a consonant, representing its own 
proper sound w (enunciate), which is a subvocal partially interrupted at the 
lips, producing a labial and a coalescent. 

1, the base of the first syllable, is a vowel, representing its own short 
sound 1 (enunciate), which is a simple vocal molded at the hard palate, pro- 
ducing a palatal and a continuant. 

n, the consequent of the base of the first syllable, is a consonant, rep- 
resenting its own proper sound n (enunciate), which is a subvocal partially 
interrupted at the teeth, producing a dental and a continuant. 

d, the antecedent of the base of the second syllable, is a consonant, 
representing its own proper sound d (enunciate), which is a subvocal per- 
fectly interrupted at the teeth, producing a dental and an abrupt. 

1, the subvocal base of the second syllable, is a consonant, representing 
its own proper sound 1 (enunciate), which is a subvocal partially interrupted 
at the teeth, producing a dental and a continuant. 

e, the consequent of the base of the second syllable, is an aphthong. 

3. A, the base of the first syllable, is a vowel, representing its own long 
sound a (enunciate), which is a simple vocal molded at the teeth, producing 
a dental and a continuant. 

c, the remote antecedent of the base of the second syllable, is a con- 
sonant, representing its own hard sound € (enunciate), which is an aspirate 
perfectly interrupted at the soft palate, producing a guttural and an abrupt. 

r, the subvocal base of the second syllable, is a consonant, representing 
its own proper sound r (enunciate), which is a subvocal partially interrupted 
at the hard palate, producing a palatal and a continuant. 

e, the consequent of the base of the second syllable, is an aphthong. 
3. N, the antecedent of the base of the first syllable, is a consonant, rep- 
resenting its own sound n (enunciate), which is a subvocal partially inter- 
rupted at the teeth, producing a dental and a continuant. 

0, base of the first syllable, is a vowel, representing its own long sound 
o (enunciate), which is a simple vocal molded at the lips, producing a labial 
and a continuant. 

b, antecedent to base of second syllable, is a consonant, representing 
its own proper sound b (enunciate), which is a subvocal perfectly interrupted 
at the lips, producing a labial and an abrupt. 

1, subvocal base of second syllable, is a consonant, representing its 
own proper sound 1 (enunciate), which is a subvocal partially interrupted at 
the teeth, producing a dental and a continuant. 

e, the consequent of base of second syllable, is an aphthong. 



SYSTEM OBTHOGBAPHY—OMADE B. 



irs 



Prog.XXY: 


/. A 


^um. of Noun. J 


2. Rule for Spellir 


)g. 3. Gender. 






a. Singular. 

b. Plural. 

c. Common. 


a. Rule . 

b. Irregular. 

c. Arbitrary. 


a. Masculine. 

b. Feminine. 

c. Neuter. 

d. Common. 


Man 


= 


singular, 


irregular. 


masculine. 


Boy 


= 


singular, 


rule 10, 


masculine. 


Horse 


= 


singular, 


rule 11, 


common. 


Tree 


= 


singular. 


rule 10, 


neuter. 


William 


= 


singular. 


rule 10, 


masculine. 


Aunt 


= 


singular. 


rule 10, 


feminine. 


Pith 


= 


singular. 


rule 10, 


neuter. 


Kiss 


= 


singular, 


rule 11, 


neuter. 


Church 


= 


singular, 


rule 11, 


neuter. 


Woman 


= 


singular. 


irregular, 


feminine. 


Hawks 


= 


plural. 


rule 10, 


common. 


Ohio 


= 


singular. 


rule 10, 


neuter. 


Queen 


= 


singular. 


rule 10, 


feminine. 


Armies 


= 


plural. 


rule 11, 


neuter. 


Fly 


= 


singular. 


rule 11, 


neuter. 



Prog. XXYI 


: /. 


Hum. of Noun. 


2. Rule for Spelling. 


3. Gender. 






a. Singular. 

b. Plural. 

c. Common. 


a. Rule . 

b. Irregular. 

c. Arbitrary. 

d. Foreign. 


a. Masculine. 

b. Feminine. 

c. Neuter. 

d. Common. 


Cargo 


= 


singular. 


rule 11, 


neuter. 


House 


= 


singular. 


rule 11, 


neuter. 


Echo 


= 


singular, 


rule 11, 


neuter. 


Calf 


= 


singular. 


rule 11, 


common. 


Knife 


= 


singular. 


rule 11, 


neuter. 


Feet 


= 


plural. 


irregular. 


neuter. 


Indices 


= 


plural. 


foreign. 


neuter. 


Basis 


= 


singular. 


foreign. 


neuter. 


Scholar 


= 


singular. 


rule 10, 


common. 


Mary 


= 


singular. 


rule 11, 


feminine. 


Thursday 


= 


singular, 


rule 10, 


neuter. 


Fannies 


= 


plural. 


rule 11, 


feminine. 


Eagle 


= 


singular, 


rule 10, 


common. 


Mother 


= 


singular. 


rule 10, 


feminine. 


Biscuit 


^ 


singular, 


rule 10, 


neuter. 



17. 



THE SYSTEM METHOD. 



)g.XXyiI: /. 


P. Parts of Verb. 


2. Regularity. 


3. R. for Spelling. 






a. Imperfect. 

b. Perfect. 

c. Imp. Pcarticiple. 

d. Perf. Participle. 


a. Ecgular. 

b. Irregular. 

c. Both. 


a. Eule . 

b. Arbitrary. 


Abide 


= 


imperfect. 


irregular. 


rule 5. 


Arise 


= 


imperfect. 


irregular, 


rule 5. 


Am 


= 


imperfect. 


irregular. 


rule 3. 


Awake 


= 


imperfect. 


both, 


rule 5. 


Beat 


== 


imperfect, 


irregular. 


rule 4. 


Beam 


= 


imperfect, 


regular. 


rule 4. 


Begin 


= 


imperfect. 


irregular, 


rule 2. 


Bend 


= 


imperfect 


both, 


rule 4. 


Bereave 


= 


imperfect. 


both. 


rule 5. 


Bet 


= 


imperfect. 


both, 


rule 2. 


Bid 


= 


imperfect, 


irregular, 


rule 5. 


Bind 


= 


imperfect, 


irregular, 


rule 4. 


Blend 


= 


imperfect. 


both. 


rule 4. 


Dare 


= 


imperfect, 


both, 


rule 5. 


Deal 


= 


imperfect. 


both. 


rule 4. 



Prog. XXYIll : /• P. Parts. 



2. Infection. 3. R. for Spelling, 







a. Imperfect and 

b. Perfect and 

c. Perf. Participle. 


a. Complete. 

b. Defective. 

c. Redundant. 


a. Rule . 

b. Arbitrary. 


Chide 


= 


chide, chid, chidden, etc., 


redundant. 


rule 2. 


Forget 


= 


forget, forgot, forgotten, etc. 


redundant, 


rule 2. 


Must 


= 


must. 


defective, 


rule 3. 


Set 


= 


set, set, set, 


complete. 


rule 3. 


Weave 


= 


v?eave, vfove, woven, etc.. 


redundant, 


rule 5. 


Wed 


= 


wed, wed, wed, etc.. 


redundant. 


rule 2. 


Slay 


= 


slay, slew, slain. 


complete, 


arbitrary. 


Wet 


= 


wet, wet, wet, etc.. 


redundant. 


rule 2. 


Ought 


= 


ought, 


defective. 


rule 3. 


Freeze 


= 


freeze, froze, frozen, etc., 


redundant. 


rule 5. 


Choose 


= 


choose, chose, chosen. 


complete, 


rule 5. 


Behold 


= 


behold, beheld, beheld. 


complete, 


rule 3. 


Cleave 


= 


cleave, cleft, cloven, etc.. 


redundant. 


arbitrarjr 


Get 


= 


get, got, gotten. 


complete. 


rule 2. 


Prove 




prove, proved, proven, etc., 


redundant, 


rule 5. 




IDEOGRAPHIC VSTORK-TREE;. 

Final Letters and Hyphen Branches. 
Copyright, 1886, by I. E. WILSOX. 



[175] 



ire 



THE SYSTEM METHOD. 



Progo XXIX. — Consonant Doubled by Learner's Work-Tree. 

(See previous page.) 

ITotc. — No other means of learning the rules of spelling is at all to be compared 
with this organizing process of branching the particulars through the science system 
of spelling, the Learner's Work-Tree. Mark that in this branching work, the stu- 
dent is, with every case, to write entirely out the branch ends, in doing which he 
writes, each time, a rule of spelling complete. The Arabic numbers on the branch 
tops refer to the unorganized (i. e., unbranched) rules as given on pages 155 and 
156. For the work-tree, see previous page. The character v' below = accented 
vowel. 

Pass = consonant doubled, f, 1, and s after v' in monosyllables, 1.^ 

Will = consonant doubled, f, 1, and s after v' in monosyllables, 1. 

Off = consonant doubled, f, 1, and s after v' in monosyllables, 1. 

Stab = consonant doubled, none except f, 1, and s in monosyllables, 3. 

Tab = consonant doubled, none except f, 1, and s in monosyllables, 3. 

Whiz := consonant doubled, none except f, 1, and s in monosyllables, 3. 
Robbed = consonant doubled, between single v' and vowel suffix, 2. 
Foppish = consonant doubled, between single v' and vowel suffix, 2. 
Boiling = consonant doubled, none after a digraph or diphthong, 4. 
Compel = consonant doubled, none except f, 1, and s in monosyllables, 8. 
Task = consonant doubled, none after a consonant, 4. 

Moralize = consonant doubled, none after unaccented vowel, 4. 
Emitting = consonant doubled, between single v' and vowel suffix, 2. 
Solid = consonant doubled, none except f, 1, and s in monosyllables, 2. 



Prog. XXX. — Towel Changed by Learner's Work-Tree. 

(See previous page.) 

Saving = vowel dropped, but e before vowel suffix, 5. 

Forced = vowel dropped, but e before vowel suffix, 5. 

Maries = vowel changed, y to i, but before others (than 7 and 8), 7. 

Glancing = vowel dropped, but e before vowel suffix, 5. 

Malays = vowel changed, y to i, not after a vowel, 8. 

Gayety = vowel changed, y to i, not after a vowel, 8. 

Merrier = vowel changed, y to i, but before others (than 7 and 8), 7. 

Glorious = vowel changed, y to i, but before others (than 7 and 8), 7, 

Crying = vowel changed, y to i, not before 1, 7. 

Hoeing = vowel dropped, but e before vowel suffix, excep. to 5. 

Shoeing = vowel dropped, but e before vowel suffix, excep. to 5. 

Reviled = vowel dropped, but e before vowel suffix, 5. 

Babyish = vowel changed, y to i, not before i, 7. 

Monkeys = vowel changed, y to i, not after a vowel, 8. 

Tying = vowel changed, ie to y, before ing, 9. 

Changeable = vowel dropped, not e in ce and ge before a and o, excep. to 5. 

Traceable = vowel dropped, not e in ce and ge before a and o, excep. to 5. 



^The Arabic numbers refer to the rules for spelling given in Appendix C, page 



155. 



SYSTEM OBTHOGRAPHY— GRADE B. 



Ill 



Prog. 


XXXL- 


-Plui 


Patrick Henries = 


plu. 


sign, 


Foxes 


= 


plu. 


sign, 


Xenophons 


= 


plu. 


sign. 


Hindoos 


= 


plu. 


sign. 


Bowels 


= 


plu. 


sign, 


B's 


— 


plu. 


sign, 


Echoes 


= 


plu. 


sign. 


Cantos 


= 


plu. 


sign. 


Skies 


= 


plu. 


sign, 


Keys 


= 


plu. 


sign. 


Chicagoes 


= 


plu. 


sign, 


Folios 


= 


plu. 


sign, 


Africas 


= 


plu. 


sign. 


Optics 


= 


plu. 


sign, 


Measles 


= 


plu. 


sign, 


Riches 


= 


plu. 


sign. 


Frescoes 


= 


plu. 


sign. 


Cameos 


= 


plu. 


sign, 


Moneys 


= 


plu. 


sign, 


Gregories 


= 


plu. 


sign 



Plural Sign by Learner's Work-Tree. 

, es to nouns not coalescing with s, 11. 
, es to nouns not coalescing with s, 11. 
, s only to nouns coalescing with s, 10. 
, s only to nouns in o after vowel, 10. 
, s only to nouns coalescing with s, 10. 
, 's to letters, figures, etc., 12. 
, es to nouns in o after consonant, 11. 
, es to nouns in o after cons., excep. to 11. 
, es to nouns not coalescing with s, 11. 
, s to nouns coalescing with s, 10. 
, es to nouns in o after consonant, 11. 
, s only to nouns in o after vowel, 10. 
, s only to nouns coalescing with s, 10. 
, s only to nouns coalescing with s, 10. 
, s only to nouns coalescing with s, 10. 
, es to nouns not coalescing with s, 11. 
, es to nouns in o after consonant, 11. 
, s only to nouns in o after vowel, 10. 
, s only to nouns coalescing with s, 10. 
sign es to nouns not coalescing with s, 11. 



Prog. XXXII. — Rules for Spelling by Learner's Work-Tree. 

Oresteses = plu. sign, es to nouns not coalescing with s, 11. 

Puff = con. doubled, f, 1, and s after v' in monosyllables, 3. 

Guess = con. doubled, f, 1, and s after v' in monosyllables, 3. 

Squatting = con. doubled, between single v' and vowel suffix, 2. 

Baggage = con. doubled, between single v' and vowel suffix, 2. 

Preference = con. doubled, none after unaccented vowel, 4. 

Preferred = con. doubled, between single v' and vowel suffix, 2. 

Chastely = vowel dropped, not e before consonant suffix, 6. 

Incited = vowel dropped, but e before vowel suffix, 5. 

Dying = vowel changed, ie to y before ing, 9. 

Maries (1) = vowel changed, y to i, but before others, 7. 

Maries (2) = plu. sign, es to nouns not coalescing with s, 11, 

Shoeing = vowel dropped, but e before vowel suffix, excep. to 5. 

Attorneys (1) = plu. sign, s only to nouns coalescing with s, 10. 

Attorneys (2) = vowel changed, y to i, not after vowel, 8. 

Rays (1) = plu. sign, s only to nouns coalescing with s, 10. 

Rays (2) = vowel changed, y to i, not after vowel, 8. 

Potatoes = plu. sign, es to nouns in o after consonant, 11. 

Navigation = vowel dropped, but e before vowel suffix, 5. 

Mindanaos = plu. sign, s only to nouns in o after vowel, 10. 
12 



1Y8 



THE SYSTEM METHOD. 



Prog. XXXIII.— Rules for Spelling by Work-Tree. 

(Continued.) 

Stool = con. doubled, none after digrapli or diphthong, 4. 

Stayed = vowel changed, y to i, not after vowel, 8. 

Heading = con. doubled, none after digraph or diphthong, 4. 

Decays = plu. sign, s only to nouns coalescing with s, 10. 

Nationalities = plu. sign, es to nouns not coalescing with s, 11. 

Ourselves = plu. sign, es to nouns not coalescing with s, 11. 

Foretelling = con. doubled, between single v' and vowel suffix, 2. 

Gluey = vowel dropped, but e before vowel suffix, 5. 

Clayey = vowel changed, y to i, not after vowel, 8. 

Obeyed = vowel changed, y to i, not after vowel, 8. 

Ruing = vowel dropped, but e before vowel suffix, 5. 

Tied = vowel dropped, but e before vowel suffix, 5. 

Tying '= vowel changed, ie to y before ing, 9. 

Squabbish = con. doubled, between single v' and vowel suffix, 5. 

Modeled = con. doubled, none after unaccented vowel, 4. 

Traveler = con. doubled, none after unaccented vowel, 4. - 

Tracing = vowel dropped, but e before vowel suffix, 5. 
Enfranchisement = vowel dropped, not e before consonant suffix, 6. 



Prog. XXXIY.— Rules for Spelling by Work-Tree. 

(Continued.) 

Seer = vowel dropped, but e before vowel suffix, 5. 

Bagging = con. doubled, between single v' and vowel suffix, 2. 

Truism = vowel dropped, but e before vowel suffix, 5. 

Business = vowel changed, y to i, but before others, 7. 

Bluish = vowel dropped, but e before vowel suffix, 5. 

Twos = plu. sign, s only to nouns coalescing with s, 10. 

Delays = vowel changed, y to i, not after vowel, 8. 

Chaunceys = plu. sign, s only to nouns coalescing with s, 10. 

Dennies = vowel changed, y to i, but before others, 7. 

Ciceroes = plu. sign, es to nouns in o after consonant, 11. 

Suing = vowel dropped, but e before vowel suffix, excep. to 5. 

Biased = con. doubled, none after unaccented vowel, 4. 

Shoer = vowel dropped, but e before vowel suffix, 5. 

Died = vowel dropped, but e before vowel suffix, 5. 

Tinged = vowel dropped, but e before vowel suffix, 5. 

Tingeing = vowel dropped, but e before vowel suffix, excep. to 5. 

Chargeable = vowel dropped, not e in ce or ge before a or o, excep. to 5, 

Grievance = vowel dropped, but e before vowel suffix, 5. 



SYSTEM OBTHOGBAPRY— GRADE B. 



1Y9 



Prog. XXXY : /. Phonic Spelling. 2. Syllabication. 



{Diacritical Spelling.) 

Deriding = 

Boxes = 

David§ = 

Motleys = 

Rulable = 

Turnkeys = 

Eehoing = 

Sixes = 

Raveled = 

Merriment = 

Monkeys = 

Distended = 

Days = 

Greys = 

Guyots = 

Salable = 

Harries == 



deriding, 
b 6 k s e z, 
D a V i d z, 
Motliz, 
r oo 1 a b 1, 
1 11 r n k e z, 
e k o i n g, 
s 1 k s e z, 
r a V e 1 d, 
merriment, 
m u n k i z, 
distended, 
daz, 
Graz, 
Geoz, 
s a 1 a b 1, 
H E r r i z. 



de-rid-ing, 

box-es, 

Da-vids, 

Mot-leys, 

rul-a-ble, 

turn-keys, 

ech-o-ing, 

six-es, 

rav-el-ed, 

mer-ri-ment, 

mon-keys, 

dls-tend-ed, 

days. 

Greys, 

Guy-ots, 

sal-a-ble, 

Har-ries, 



3. R. fon Spelling. 

a. Eiiles 1-15. 

b. Arbitrary. 

rule 5. 

rule 11. 

rule 10. 

rules 10 and 8. 

rule 5. 

rules 10 and 8. 

arbitrary. 

rule 11. 

arbitrary. 

rule 7. 

rules 10 and 8. 

rule 4. 

rules 8 and 10. 

rules 8 and 10. 

rule 10. 

rule 5. 

rules 7 and 11. 



Prog. XXXYI: /. Phonic Spelling. 2. Syllabication. 3. 



{Diacritical Spelling.) 

Changing = 

Maries = 

Civilizing = 

Tapping = 

CWckasas = 

Shoveled = 

Henries = 

Decreeing = 

Dictionaries = 

Dishonesty = 

197 _ = 

Pianos = 

Gyulays = 

Shawnees = 

Aortas = 

Mogeses = 

Potatoes = 

Driness = 



changing 

M a r i z, 

9ivilizin 

tapping, 

Chikasaz 

s h Li V e 1 d, 

Henriz, 

dekreing, 

d i k s h u n e r i z, 

dizonesty, 

p i a n o z, 
Giulaz, 
S h a n e z, 
a 6 r t a z, 
M o z e z e z, 
p o t a t o z, 
d r i n e s, 



.ang-u 
Ma-ries, 
civ-il-iz-ing, 
tap-ping, 
Chick-a-sas, 
shov-el-ed, 
Hen-ries, 
de-cree-ing, 
dic-tion-a-ries, 
dis-hon-est-y, 
ic-y, 

pi-an-os, 
Gy-u-lays, 
Shaw-nees, 
a-or-tas, 
Mo-ses-es, 
po-ta-toes, 
dri-ness. 



R. for Spelling. 

a. Rules 1-15. 

b. Arbitrary. 

rule 5. 

rules 7 and 11. 
rule 5. 
rule 2. 
rule 10. 
arbitrary, 
rules 7 and 11. 
rule 5. 

rules 7 and 11. 
arbitrary, 
rule 5. 
rule 10. 
rules 8 and 10. 
rule 10. 
rule 10. 
rule 11. 
rule 11. 
rule 7. 



Appendix D— Defmitioijs of Orthographic Terms. 

1. Oegans of speech. — Those parts of the human system used in 
speaking. 2. Articulatory organs. — Those organs of speech used in 
joining the sounds used in speaking. They are the lips (labia), teeth 
(dentes), hard palate (palatum), soft palate (uvula), nasal cavities, and the 
larynx. 3. Vocal chords. — Two chords extending across the larynx. 
They are flanked by thin half-moon-shaped membranes, and, by their 
vibration, produce the voiced sounds. 4. Voice, or voiced sounds. —Any 
sound made by the vibration of the vocal chords, as b and a in bad. 5. 
Whisper, or aspirate sound. — Any sound made without the vibration 
of the vocal chords ; as, e and t in cat. 6. Vocal. — A voiced sound unob- 
structed by the articulatory organs ; as, a and a in cat and cane. 7. Sub- 
vocal. — A voiced sound obstructed by the articulatory organs ; as, b and g 
in beg. 8. Aspirate. — A whispered sound ; as, e and t in cat. 9. Base. — 
The letter (or letters) of a syllable representing its vocal ; as, e, a, and oi 
in met, cat, and boil. 10. Antecedent. — A letter preceding the base ; as, 
m, c, and b in met, cat, and boil. 11. Consequent. — A letter following 
the base ; as, t and 1 in cat and boil. 12. Ajbrupt, explodent, or mute. 
A sound that explodes and cannot be continued ; as, t and d in stand. 13. 
Continuant. — A sound that can be continued until the breath is exhausted ; 
as, n and s in stand. 

14. Vowel. — A letter representing a vocal sound ; as, e, i, and y in set, 
sit, and fly. 15. Consonant. — A letter rejDresenting a subvocal or an as- 
pirate sound; as, s, t, f, and 1 in sit and fly. 16. Aphthong, or silent, 
letter. — A letter having no sound, but used to determine the signification 
of a word. 17. Digraph. — The union of two letters to represent one sim- 
ple sound, vocal, subvocal, or aspirate ; as, oa, th, and ti in boat, thin, and 
nation. 18. Diphthong. — The union of two vowels to represent a com- 
pound vocal sound ; as, oi and ou in boil and foul. 19. Simple vocal. 
— A single or elementary vocal ; as, i and u in pin and tub. 20. Compound 
VOCAL. — A combination of two elementary vocal sounds ; as, oi, ou, i, and 
u in boil, foul, pine, and tube. 21. Coalescent. — A sound that precedes and 
unites (coalesces) with a vocal ; as, w, y, wh, and h in wet, yet, what, and hot 
22. Trigraph. — The union of three letters to represent one sound ; as, eau 
in beau. 23. Labial. — A sound molded or obstructed at the lips ; as, b, p, 
o, and 00 in bit, lip, note, and boot. 24. Dental. — A sound molded or 
obstructed at the teeth ; as, t, s, e, and a in sit and sedate. 25. Palatal. — A 
sound molded or obstructed at the hard palate ; as, j, r, e, and a in jug, rut, 
set, and sat. 26. Guttural. — A sound molded or obstructed at the soft 
palate ; as, g, k, u, and a in get, keg, tub, and far. 27. Orthography. — 
The science of the letter. 
[180] 



The System Method— No. 17. 



Work-Book of System Orthography, Grade A, 



FOR THE USE OF 



Public Schools, Normal Schools, Teachers' Institutes, 
and Colleges, 



AND ESPECIALLY ADAPTED TO 



Soi3:ooxj ZE^^^osiTioisrs: 



IN WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 
GUIDANCE OF THE "LEARNER'S WORK-TREE" BY ORGANIZ- 
ING, OR BRANCHING, THE LETTER-PARTS OF WORDS 
THROUGH THEIR CLASSES AS CLASS BRANCHES 
OF SUCH ORTHOGRAPHIC-TREE WHOLE. 



-^)?(^- 



BY ISAAC ELDRIDGE WILSON, 



INVENTOR OP THE LEARNER'S WORK-TREE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
OF TEXT-BOOKS FOR SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 



THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 

.F Co:: 



<NS>-corvRiG^7f.Pj\ 
AUG 13 1886 J?) 

3 irYMj 



CHICAGO, Ilvlv.: 

Learner's Work-Tree Compact. 

1SS6. 




COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 

ALL RIGHTS RESERVED. 
Any infringement will be prosecuted to the full extent of the law. 



Appendix. A— Lessons to be Assigned. 

Peog. I. — Rat, lag, mop, clam, sank, brag, left, skip, curl, prompt, 
brisk, grist, spelt, jump, of, end, go, up, as, acts, hemp, sworn, burst, 
dwarf, start, clump, cramp, struck, strict, quick, wax, quest, script, quirk, 
lynx. 

Prog. II. — "Web, ben, went, busk, bunt, club, stand, want, word, 
square, wrist, height, psalm, gaze, alms, bribe, stripe, waft, swore, house, 
glance, trance, flax, text, guide, guise, swamp, squab, skirt, smirk, twirl, 
wrong. 

Prog. III. — Horn, scald, clasp, harm, dust, abdomen, judgment, won, 
quirk, world, stamped, admit, begin, fulfil, expel, yard, spark, plump, 
sworn, helm, wept, upon, papa, robin, veto, winter, hotel, alas, occur, eddy, 
nadir, dollar, tutor, wary, convict, fluent, frequent, fresco, influx, kingdom, 
edict, quinsy, ubiquity. 

Prog. IV. — Hydra, espy, crypt, cyst, quilt, guilt, tryst, impromptu, 
symptom, clink, banquet, blanket, sward, topic, Latin, of, index, rancid, 
vigil, next, helmet, defect, standard, blink, mongrel, conquest, crank, 
swamp, swan, periwig, calico, postman, cobbler, carpenter, vortex, exorbi- 
tant, siDecify, function, identify, cynical, gymnast, mystery, pygmy, pretty, 
women, busy, covert, wonder, tajjioca, saleratus, macaroni, hornet, ibex. 

Prog. V. — Dock, musk, bride, half, listen, dishonest, apropos, paradigm, 
indict, abscind, Wednesday, peremptory, wrong, czar, viscount, whom, 
hostler, prove, type, one, glove, dirge, verse, depot, homage, pumpkin, ex- 
ecutive, dishonor, dissolve, glance, ogle, myrtle, critique. 

Prog. VI. — Strangle, sprinkle, acre, conquest, dangle, victuals, hemor- 
rhage, legislature, limb, ghost, fight, talk, style, whose, delight, benign, as- 
sign, gnarl, isthmus, rhombus, sombre, intrigue, oblique, staple, title, ink, 
gangrene, wink, postscript, querist, abscond, quilt, twine, bade, aqueduct, 
equipage. 

Prog. VII. — Rhinoceros, anxiety, schism, yacht, dram, might, zinc, 
drudge, tubes, guile, lyre, build, landscape, capture, unite, transpire, 
bequest, conscript, damask, quake, swine, vehicle, icicle, balk, qualm, con- 
sign, rhetoric, metre, decisive, subjunctive, mercantile, navigable, expostu- 
late, demonstrate, substitute, invincible, quadruple, example, demagogue, 
synagogue, plum, jostle, contempt, epistle, honesty, linguist, sanguine, ex- 
hort, exhibit, patriotism. 

Prog. VIII. — Anxious, coil, filial, vowel, whey, hoist, flambeau, row, 
wharf, fish, seal, shun, wire, this, brief, thin, house, leap, weed, haunt, full, 

[183] 



184 THE 8T8TEM METHOD. 

them, pearl, aye, eye, bureau, stream, hearth, view, church, clay, cheat, 
gaol, yeast, skein, crawl, chaff, staff, hook, yawl, could, hawk, gown, 
brooch, shout, poem, knitting, why, lying, frying, defied, tied, deuce, 
skyey, lieu, mew, glue, plateau, does, ewe, mewl, cruise, two, through, 
whom, yeoman, laugh, chough, sphinx, flees, fees, boys, enough, languor, 
anguish, ringlet, whelp, saloon, gingham, heinous, clothier, isle, biscuit, 
mullen, business, circuit, skewer, eulogy, agree, ewer, sinew. 

Pkog. IX. — Bright-eyed, Prideaux, Charley, filial, alien, Richelieu, 
brilliant, cookie, positive, Insulate, adamantine, anxious, charade, whistle, 
dough, chimney, sew, quoit, quack, junior, builder, sword, clayey, session, 
diction, choir, mustache, physician, chaise, pinion, question, poniard, liquid, 
hemorrhage, vignette, phthisic, bouquet, island, rye, dew, rheumatism, due, 
grazier, vizier, pavilion, guinea, breeches, English, marriage, Moreau, 
righteous. 

Prog. X. — Cotton, beckon, pond-lilies, blamable, Rochambeau, loco- 
motion, extraordinary, primary, disarmed, mouths, baths, dictionary, biology, 
dishonest, idea, carrying, lucid, suture, duty, oaths, albumen, torpedoes, 
champagne, abscess, psychology, temptation, mistletoe, February, miscel- 
lany, weasel, shovel, kettle, abrasion, glacier, valiant, parachute, noncha- 
lance, machinery, chirography, proficient, coercion, enunciate, avalanche, 
surgeon, tambourine, hackney, spinous, journey, know, gneiss, autumn, 
knuckle, knout, photograph, trigraph, hosier, sacrilegious, ocean, nauseous, 
sumach, patrician, specie, nauseate, glazier. Christian, transition, mosquito, 
neigh, chevalier. 

Prog. XI. — Lag, lift, brisk, strict, quick, went, square, wrist, height, 
alms, stripe, trance, flax, swamp, would, church, cheat, stream, blink, spec- 
ify, dishonest, Wednesday, whom, hostler, critique, strangle, eager, meager, 
intrigue, sprinkle, yacht, schism, linguist, qualm, bulk, vehicle, rhetoric, 
example, demagogue, sugar, nauseate. 

Prog. XII. — Anxious, wharf, hoist, vowel, filial, whey, aye, bureau, 
purview, yeast, gaol, crawl, chaff, could, hawk, why, shout, deuce, slew, 
skyey, two, saloon, sphinx, clothier, biscuit, adieu, sinew, business, 
colonel, righteous, whistle, sew, quoit, choir, quack, junior, session, physi- 
cian, poniard, liquid, vignette, rye, grazier, pavilion, vizier, English, nausea, 
celestial, behavior, eye. 

Prog. XIII. — Black, twine, ewe, convict, plump, yard, frequent, 
kingdom, ubiquity, tryst, impromptu, conquest, pygmy, gymnast, hurrah, 
scissors, abscess, buying, marble, subtle, peculiar, glue, hoe, beef, whelp, 
whey, bureau, coil, wharf, due, dew, alien, whiskey, chaise, chimney, junior, 
mansion, air, session, nauseous, fusion, science. 

Prog. XIV. — Yeast, mine, boil, puss, schism, ocean, nation, lieu, text, 
spelt, go, script, quirk, lynx, hunt, husk, wrong, clash, busy, catarrh, coaL 
esce, neuter, herbaceous, farinaceous, gneiss, consequential, voracious, 
reindeer, sphinx, vehicle, anxious, adieu, vizier, righteous, choir, dough, 



SYSTEM ORTHOORAPHY—QBADE A. 185 

bouquet, phoenix, zephyr, eight, specie, schist, rosette, business, isthmus, 
asthma, rheum, phlegm, myrrh, unguent, pseudonym. 

Prog. XV. — Thanks, close, sound, lung, lady, geese, foil, why, strict, 
square, wrist, light, quoit, lieu, vocal, surd, mute, taken, heaven, poet, tyro, 
silence, nation, table, lever, talent, destroy, distress, geographic, lucre, stifle, 
minstrel, usage, error, little, apple, abdomen, bronchitis, bureau, sofa, pri- 
mary, hyphen, omen, being, echo, preoccupy, brass, cast, counsel, ravel, 
naval, accessory, notoriety, woolen, often, pivot, ransom, rule. 

Pbog. XVI. — Spirit, stand, cynic, apathy, medium, specific, docile, 
cousin, cruelty, acid, upon, exist, beckon, dividing, taking, spoken, loaded, 
beauteous, aorta, chaotic, stereotype, vacuum, geology, coalesce, real, allop- 
athy, filial, quack, junior, righteous, clothes, balloon, abscess, leaf, diph- 
thong, digraph, blanch, staff, answer, shovel, gravel, heaven, intimate, 
blasphemy, women, eaten, method, lesson, disarm, discern, baths, mouths, 
oaths, anew, again, palatable, paths, philosophy, abdominal, antipodes, 
chattel, flannel, cancel, vessel, language, buying, bouquet, bronchitis. 

Prog. XVII. — Snuffers, thanks, oats, Maries, tongs, Guyots, Grays, 
goings, earnings, ones, inferiors, Lucies, armies, companies, pincers, Jameses, 
measles, ashes, boxes, churches, Platoes, U. S. Grants, news, movables, 
deer, blessings, O. P. Mortons, waters, flies. Mackintoshes, mumps, hoes, 
dues, robbers, odds, yokes. Miss Thomases, Miss Thomsons, shears, hun- 
dreds, tubs, tasks, men, lice, children, tenths, lungs, beliefs, molasses, 
couples, sevens, wages, judges, ices. Harries, Kickapoos, ladies, sixes, geese, 
vermin, gross, compounds, Greeks, Germans, bases. 

Prog. XVIII. — Geese, women, dregs, checkers, thanks, oats, lungs, 
sixties, bowels, companies, coffees, p's, soliloquies, lice, ll's, feet, Haineses, 
Gyulays, peoples, mumps, Daniel Websters, measles, Patrick Henries, scis- 
sors, Shawnees, Harries, mathematics, Johns, vitals, shears, news, Ptolemies, 
Hadleys, Welbies, spectacles, pairs, ones, twos, f's, — 's, politics, teas, Turks, 
trappings, Moseses, ethics, doings, toes, bitters, dozens, pianos, provisos, 
Aristotles, valleys, Thackerays, hundredths, sheep, swine, Pharisees, deer, 
General Gateses, gases, passes, justices, Maries, gross, public, hose. 

Prog. XIX. — Girl, he, they, mouse, sheep, oxen, deer, she, it, child, 
we, foot, corps, teeth, vermin, knife, swine, boy, fry, goddess, nephew, 
John, Mary, you, niece, key. Grey, wages, odds, geese, thou, others, doings, 
who, which, Lucases, uncle, mother, sir, what, us, women, coffees, son-in- 
law, James G. Blaine, shoes, lady, ladies, fly, Barclay, two, people, wife, 
Miss Smith, Mr. Mackintosh, me, its, measles, them, thy, conscience, W. F. 
"Wilson, peace, cherubim, cattle, gross, chemistry, Germans, he-goat, Pow- 
hatans, Hindoos, testatrix, gypsy, step-mother, myself, Jew's-harp, St. 
Peter's, St. Vitus's-dance, bees-wax, Miltons, decree, news, paper, to-day, 
Moses, angels, commander-in-chief. 

Prog. XX.— Abide, arise, bear, beget, bend, beset, bid, blow, break, 
build, can, cut, dig, do, fall, fly, get, give, have, heat, hide, hit, kneel, knit. 



186 THE SYSTEM METHOD. 

lay, let, lie, lose, may, meet, onght, must, pass, pay, pen, put, quit, read, 
rid, ride, rive, say, see, set, shall, shape, spoil, stick, swear, swim, tell, think, 
wax, wear, weave, wed, weep, wet, whet, will, win, wis, work, wring, 
write. 

Prog. XXI. — Enjoyment, oatmeal, providence, make-shift, tyro, en- 
gineer, accident, silence, accidental, lemon, lemonade, substantive, eyeball, 
characteristic, inquiring, uprising, without, destroy, disputable, therea- 
bout, talent, melon, antejDenult, turncoat, upon, legislature, fatal, Mary, 
artificer, primarily, taking, parliamentary, extratropical, dividing, bacon, 
beckoning, bee-hive, passover, transact, obituary, acclimated, therein, 
whereas, confederated, lyceum, superstructure, heart-broken, untrue, inter- 
cutaneous, oatmeal, enfold, bankrupt, forbid, dare-devil, drawing-room, 
moreover, antipathy, antepenult, poet, spoken, clashing, advertisement, 
incomparable, advertising, demonstration, sacred, being, longer, error, ask- 
ing, deluded, superstructure, goodman, avalanches, inquiries, contraries, 
highwayman, forefather, inquiring, extraprofessional, raspberry, little, 
apple, industrious, nation, table, arrow, apple-tree, irrepressible, daybreak, 
backbone, bank-bill, backslidden, understanding, monarchy, breakfast, 
ofEspring, epidermis, outlaw, outdo, hemisphere, hypocritical, influx, over- 
turn, telegraphy, synagogue, extraordinary, literary, metonymy, chro- 
nology, youngling, copyright, contemporary, toll-bridge, unseaworthy, 
commissary, dysenterj', missionary, judiciary. 

Prog. XXII. — Dividing, financial, pamphlet, acre, lion, spoken, phi- 
losophizing, civilized, breaths, councils, coflBn, vial, cynic, tuning, beck- 
oned, upon, exist, measured, fatality, disarming, we, evil, amendment, 
horseman, theorizing, baths, diseased, seminary, enable, transport, bridal, 
pianos, again, cuckoos, distress, binomial, decreeing, quitted, ornamented, 
language, acid, Davids, echoes, ocean, duly, legislature, digit, docile, lever, 
barren, confederated, answering, whizzed, chaotic, February, paths, miscel- 
lany, raisin, register, loaded, printing, primeval, oaths, geographic, honor- 
ary, demoniac, breadths, alphabetical, lucre, strophe, apathy, cruelty, baths, 
hyphens, sobriety, fourths, statuary, gotten, tasked, cousin, devil, geogra- 
phy, often, leveling, Welbies, manifold, Guyots, shriveling, sixes, Sicilies, 
wholly, evil, abdomen, bronchitis, disarm, presumed, stifle, minstrel, Ma- 
loys, sofas, beauteous, Patrick Henries, acclimated, arrival, often, obituary, 
extraordinary, thanks, goings, you, they, mumps, swine, what, news, 
public, that, vitals, grouse. 

Prog. XXIII. — Nobilities, institution, ideas, mulish, Chinese, secretary, 
albumen, indivisible, basin, rulable, cousin, azure-like, locomotion, duties, 
chosen, auxiliary, Hindoos, acclimated, engagement, pitiable, delayed, 
boyish, fleeing, huzzaed, gaining, mumps, Lucases, waxing, worshiped. 
Motleys, mansion, canceled, Aristotles, awful, women, miscellaneous, 
aortas, carried, dissolving, raveled, epidemic, negroes, funereal, Shawnees, 
meridian, dishonesty, cloths, dictionaries, counseling, deaths, historical. 



SYSTEM OBTHOGBAPET—OBABE A. Igf 

Mackintoshes, proven, bragging, secondary, ladies, anatomy, carrying, 
seven, Chippewas, Harries, pitiable, traveling, Canadas, manned, Stamp- 
Acts, shoveled, leaden, literary, children, we, Vfho, deer, oats, mice, tongs, 
eaten, biologies, tripods, notoriety, Latinized, culinary, perilous, stolen, 
sutures, hidden, motioned, direction, raisin, society, facing, discerned, 
advertised, toiling, exaggeration, changeable, jollity, apparatus, gaining, 
attorneys, wooing, merriest, Indias, bitumen, Thackerays, echoed, added, 
primarily, tarred, social, nation, classes, galloped, woolen, artificer, epiph- 
any, advantageous, dishonored, tongs, criterion, carried, icy, months, forci- 
ble, visionary, laths, declaration, lengths, hoeing, breadths, defended, 
heaven, tertiary, Malays, debatable, Gyulays, open, contemporary, us, 
sheep, which, geese, them, their, Esquimaux, hose, gross, our. 

Prog. XXIV. — Maimed, taming, bandied, diagrammed, canceled, as- 
signed, mill, grass, summed, foppish, compelling, infer, leveled, recoiling, 
moralize, emitted, tab, tail, solidify, affixing, vowel, alas, brass, shriveled, 
responded, yes, desisted, oddly, talented, if, is, plasterer, extolling, signal- 
ize, communication, whetted, hoofed, howled, joining, mauling, hailed, 
lifeless, fancied, allotting, sensible, continuing, giddiness, renewed, pun- 
iness, violation, boggy, devotion, lodgement, shameful, reviewing, prosecu- 
tion, allurement, weariness, legation, arrival, absolution, gnat, connivance, 
stony, contemplation, desirous, surveyed, clog, coercion, convincing, daily, 
imbued, knell, stoppage, ragged, knob, lilies, lodging, scraggy, gneiss, 
palatable, roguish, divorcible, perjury, chastisement, allotment. 

Prog. XXV. — Saved, Maries, Maloys, married, gayety, merrier, fore- 
ordain, sing-song, glorious, hoeing, crying, Juliuses, Baileys, tying, hiss, 
reviled, planner, iron-clad, revealed, thus, reveling, us, babyish, bluish, 
glueyness, monkeyish. Harries, Grays, Sicilies, Motleys, baggage, enjoyed, 
died, toad, decreeing, whitish, hying, Jew's-harp, bereavement, rarer, 
Ciceroes, Sir John Falstafls, equipped, vied, Anglo-Saxon, Patrick Henries, 
Welbies, pilferer, ball, quit, robbed, soliloquies, Gyulays, hateful, by-word, 
reform, volleys, buying, traceable, duly, tracing, hottest, dauber, perform- 
ance, judgment, advantageous, manifold, make-believe, humbugged, peri- 
wigged, stayed, excusable, lovable, iciest, diagrammed, paleness, Barclays, 
agreeing, reform, quarreled, catalogues, redbreast, whereas, busying, where- 
ever, incitement, first-born, movement, woeful, moneys. Nancies, alloys, 
anti- American, to-day, Dennies, attorneys, Gregories, Godfreys, outrageous, 
mortgageor. Sir Humphrey Davies, supervision, notice, justice, foggy, 
supraorbital, child-like, pre-occupy, re-collect, coaction, re-echo, drawing- 
room, to-morrow, co-eternal. 

Prog. XXVI. — Foxes, Xenophons, Jameses, Maries, statues, whiskeys, 
waters, Chaunceys, Hindoos, Quincies, Mays, DicTcens's works, bowels, 
Rosalies, j'MSfe'ces' warrants, Secretary of the Interior's oflBce, Patrick Henries, 
Mosbies, palfreys, toes, maid-servants, Mileses, jellies, Christmases, An- 
tonies, mice's holes, races, King James's translation, Humphreys, Peter's book, 



188 THE SYSTEM METHOD. 

brothers-in-law, echoes, coffees, brandies, Martineaus, Leipnitzes, sons-in- 
law, girls' bats, runaways, Beed and Kellogg' s grammar, turnkeys, son-in-laio' s 
farm, mottoes, for conscience sake, Moses's laws, negroes, Eickapoos, 
skies, values, keys, twos, wives, Mary's slate; Maries' bats, Cbicagoes, 
Uruguays, President Adams's administration, optics, pains, beliefs, Pierce's 
grammar, bysterics, sheep's borns, ricbes, moneys, Africas, frescoes, griefs, 
Emories, Godfreys, Oates's command, Cyruses, Victor Hugoes, foc?zes' bon- 
nets, Gregories, getters-up, R. W. Baileys, deer's bides, Cyntbias, bangers- 
on, Plinies, loaves, etc.'s, 5's, buzzas, t's, thanks, Penelopes, U. S. Grants 
history, classes, canaries, valleys. 

Prog. XXVII. — Rough-hew, Lieutenant- Oovernor's office, catalogued, 
Bay and Martin's blacking, puff, gearing; agreeing, drier, vied, well-laid- 
out, flutter, streets, re-enlist, hoeing, judgment, stiff, suing, re-invest, moss, 
hall, outrageous, lass, forcible, hoed, manageable, repulsive, convalescent, 
brigadier, Harris's Hermes, gyration, rued, sun-bird, handkerchiefs, ruing, 
ingathering, yes, proofs, lancing, rebellion, gayety, ceaseless, Moses's writ- 
ings, abridgement, Ptolemies, gas, calculation, ring-finger, guess, sprout; 
roll, soldiers' hardships, potatoes, sons-in-law, sprawl, globule, stool, Catbays, 
has, strut, full, stoppage. Canaries, cockatrice's den, Mississippies, brow- 
beat, vice-president, far-fetched, AUegbanies, grass, bliss, mobbed, shunned, 
boil, providence, Ralph Waldo Emerson's writings, veal, sprout, creation, 
skull, narrative, odds, brot7ie7'-ifi-laic's -place, make-believe, for goodness' sake, 
finger-ring, mouse-traps, Doctor Lees, children, breakdown. Doctors Lee 
and Jones, overdone, Milton's "Allegro," pseudo-apostle, Rocky-Mountain 
park, Webster's and Worcester's dictionaries. 

Prog. XXVIII. — Chicago is nortli and loest of N'ew York. The North 
gave freedom to the slaves of the South, /am the Lord's, and he is mine. 
The thought was, We learn through doing. Behold Charles the Fifth's day. 
Oh! show me where is He, the high and holy One. We were visiting 
Brother Cray's. Father Matthew began bis woi-k in 1839. The passage was 
Englished by an American teacher. Such place Eternal Justice bad prepared. 
His brother Albert is visiting Governor Sherman. The Son of Man is Lord also 
of the sabbath. It was sabbath after Wednesday, July 13, in New England. 
Emerson said, " The man may teach by doing, and not otherwise." Be it 
enacted. That sidewalks, etc. His name was called, The Word of Life. His 
maxim was. Enow thyself. The Woman''s National Temperance Union was 
organized in 1874. The early Fathers were divided in opinion. One of the 
evangelists says, "Jesus wept." The problems of life are, Where are we? 
and WJiere are we going? Resolved, TJmt the mind is a real substance. 
With three steps L compass thy grave, thou who wast so great before. 
He is my Rock, and there is no unrighteousness in him. /will show thee 
the bride, the Lamb's wife. Sing unto the Lord, sing praises to his name. 
The apostrophe only is added, {l.)to abstract nouns that never take the plu- 
ral; (2.) to plurals ending in s. The Romans reckoned time from the Foun- 



SYSTEM OBTHOGBAPHY—OBADE A. 189 

dation of Borne; the Greeks from the Era of the Olympiads. How proud 
are we of the Bevolution! James returned Wednesday, September 10th, and 
died Thursday, November 3d, The Hurons and the Iroquois were allied in a 
confederacy called The Six Nations. The Methodists and the Catholics are at 
variance. The advices of President Cleveland were disregarded. General 
Grant wrote his own history. The planets are Mercury, Venus, Earth, 
Mars, Jupiter, Saturn, Uranus, and Neptune. The University of Michigan is 
well established. The Mohegans were an Algonquin tribe. Upon this. Fancy 
began to bestir herself. There Guilt his anxious revel kept. The central 
Unity is dishonored by impiety. Whatis matter? Whence is it? and Where to? 
The Senate sent a deputation to the Eastern emperor Zeno. He undertook a 
war against Zenoiia, queen of Palmyra. The Egyptian kingdom was divided 
between Cleopatra and her brother Ptolemy. He resigned the East to his 
brother Valens. The Empire of the West fell to his son Gratian. 

Prog. XXIX. — Leo appointed Nepos emperor of the East. Babylon 
was reduced by Cyrus, king of Persia. He is friendly to Prince Albert. The 
Sahara or Great Desert lies north of Central Africa. The three historic na- 
tions are the Aryan, the Semitic, and the Hamitic. The High Court of Par- 
liament had not sat. Of all my uncles. Uncle Nathan was my favorite. The 
Fifteenth Amendment reads as follows : " The right of citizens of the United 
States to vote," etc. Washington Was a Federalist. The currents of the Uni- 
versal Being circulate through me. The English poets have Shakspearized 
now for two centuries. The Blue Bibbon Movement was organized in 1871. 
The Esquimaux live in the far north. Kext the Most High is the Son of 
Man. To this -ZVflTJiire replies, "J grow." Thank Heaven, we are free. 1 
repeat the question, Is your law just? The Bed Biver of the NortJi empties 
into Lake Winnepeg. The Lady Touchwoods appeal to no moral sense. 
When it is snowing, Mother Gary is said to be plucking her geese. The 
daughter of Mother Goose, Elizabeth, was married in June, 1715, to Thomas 
Fleet, Esquire. The poet JEschylus is 'known as the FatJier of Tragedy. The 
work entitled, " A History of the Council of Trent," -was written by Father 
Paul, an ecclesiastic of Venice. The New-England Journal of Education is 
conducted by Thos. M. Bicknell. The emperor Nero was a cruel tyrant. 
There slept guilt-born Excess. The Hottentots are an Ethiopian people. The 
Bevolutionary War was fought for principle's sake. His accent shows him 
to belong at the South. I was in the Spirit on the Lord's day. When, 
my countrymen, will you begin to exert your vigor? Behold Charles the 
Fifth's day. The cruel emperor Tiberius died of excessive profligacy. Mrs. 
Stoioe is author of Uncle Tom's Cabin. We have two sisters and a brother in 
loica. Resolved, Thai whatever is, is right. Omaha is icest of New York. 
The poet Milton wa&hWndi. Will he take us to the sa66ai!A meetings? What 
means this journeying to the White Hills? The wind blew from the south. 
The Neto Testament is our chief witness. The Beformation under Martin 
Luther is a memorable event. The Strait of Gibraltar is wider than the 



190 TEE SYSTEM METHOD. 

IstJimus of Darien. /saw the continent of hope glittering in the vast West. 
The Polytechnic Institute was founded in 1860. It was granted to the Duke 
of Yorlc. Progress is from the East to the West. The Biver St. Lawrence is 
two thousand miles long. The South misunderstood the spirit of the North. 
The officers of this society shall be a President, a Secretai-y, a Treasurer, and 
a Sergeant-at-Arms. The Fathers are not authority on scriptural doctrines. 
He wished to be absorbed into the One — the Infinite. "A Complete Graded 
Arithmetic, Oral and Written, by the Inductive Method. For Schools and Col- 
leges." The North and the South are now railroaded together. Shakspeare 
ridicules Sir Fastolfe, an English general of the times of Henry the Sixth. 
The people of South America are largely Roman Catholics, We spent the 
summer in Martha's Vineyard. In Senator Blaine's book, the author eulo- 
gizes General Grant. This peace recognized Massinissa as king of Numidia. 
The consul Nero was kept busy watching Hannibal. 

Peog. XXX. — The White Mountains are in New Hampshire. 

Hmo wonderful is Death, — 
Death and his hrotJier Sleep ! 

Alexander the Great was king of Macedonia. Henry the Fourth crossed the 
Alps in January. May Providence guide them. He prizes the sahhatJi. 
Charles the Bold, duke of Burgundy, besieged the town of Nancy, Heaven 
jjardon Brother Timothy. The letters of Madam De Stael are mourned. 
There Night and Chaos held eternal anarchy. Neic York was settled by the 
East India Company. The Father of Waters rises in Lake Itasca, 

The richest of all lords is Use, 
And ruddy Health the loftiest muse. 

The virtues of Lady Washington were emulated by the people. The Shakers 
regard Mother Ann as a second manifestation of the Deity, A sentence is a 
thought expressed in words; as, ^.r;; is long. Resolved, That the assembly 
meet at 8 o'clock. De Gama rounded the Cape of Good Hope, The Teach- 
ers' Institute convenes in August. Coleridge says, "■Experience is the best 
school-master." 

Operation. 

Face of note, or principal, from August 1, 1881, $1,000.00 

Interest from August 1 to April 21, 1882, 43.33 



Amount, ^pWZ 21, 1882, |1,043.33 

The English hate the French as frivolous. This is the report of Colonel 
Lee. He is reading the life of the emperor Charles the Fifth. In "King 
Henry the Fourth," Sir John Falstaff is called Sir John Oldcastle. It was 
read at a meeting of the British Association. Gender is distinguished, (1.) 
by suffixes; (S.) by prefixes; (3.) by arbitrary words Your God is a God of 
gods. The DuJce of York sent out as governor Major Andros, "The Young 



SYSTEM OBTHOGBAPHT— GRADE A. 191 

American : A Lecture read to the Mercantile Library Association, in Boston, 
February 7, 1884." He believed himself inspired by the Divine Soul. Pres- 
ident Lincoln was elected in 1860. The Oulf of Mexico is south of the United 
States. The subject of the lecture was, " The Wisdom of not Aiming at 
Perfection." A great truth may be expressed in few words; as. Wisdom Is 
priceless. Here the religion of the East met the philosophy of the West. 
Know ye, That we, the delegates, do ratify the said Articles of Gonfedoration 
and Perpetual Union. The question returns. What shall we do? It was 
about a sabbath-day's journey. Our doings are not unknown to Him. 
Feudalism and Orientalism had long enough thought it majestic to do noth- 
ing. They were rapidly Hellenized. The following officers were elected; 
President, Martin Henry; Secretary, Oliver Tennis; Treasurer, William Den- 
nison. He returned to England with the Dulee of Monmouth. Gray's Elegy 
in a Country Ghurch-yard is not excelled in English. It was claimed that the 
Horih and the South belonged to each other. 

Regret was there, his eye still cast. 
With vain repining, on the past. 

The Two Witnesses are the Old and the New Testaments. Who can compre- 
hend Him as love? The prophecy of Mother Shipton has failed. 

Pr.OG. XXSl. — Pre-occupy, co-action, navigation, Mindanaos, pursuing, 
definition, digging, co-cval, Peleus's son, women's rights, turkeys, congratula- 
tory, ingathering, mobbed, lookout, maimed, hooted, ox-cart, mottoes, 
druggist, earthinsas, hardihood, migration, pre-establish, boy-king, Eliza- 
beth's ruff, player, embargoes, fogginess, start-up, obligatory, children's, 
send-off, tributary, Uruguays, son-in-law, Waterloos, hallooing, designative. 
Miss Days, Hsr Majesty, Queen Victoria's government, root-and-branch 
reform, cribbage, preference, annul, concentration, receivable, ocean-weed, 
he-goat, Beaumont and Fletcher's plays, baggage, Oresteses, printing-press, 
peaces sake, re-formation, abhorrence, Joneses, substitution, dogged, decay- 
ing, diagramming, keyed, nationalities, tried, president of the society's pleas- 
ure, instilled, inundation, humming-bird, pre-engage, magnetics, whiskeys, 
Ciceroes, reveling, vice-president, Asiatics, Medes, to-morrow, anti-evangel- 
ical, fusible, riddance, translator, niatter-of -fact-looking town, preferred, 
mortgageor, glued, flying, usage, step-father, retaliatory, church-going, 
Henry Thomas's memory, pilferer, sued, foes, revision, pulleys, obeying, 
tied, Dufresnoys, obligation, Guyots, Berkeley's, rescuing, traveler, scowled, 
John Abernethies, biased, relative, emulator, revival, beech-tree, interroga- 
tory, incited, emigration, moralize, date-tree, peace-offering, revision, to- 
night, manifold, Felix's library, tinged, shoer, hoeing, hoed, catalogued, rav- 
eled, stewing, Euripides's works, long-expected news, commander-in-chief, 
ear-ring. 

Pko&. XXXII. — Trying, jellies, co-operation, demonstrative, angels' 
visits, re-collect, opposition, delays, devotion, accompaniment, financier. 



192 THE SYSTEM METHOD. 

well-to-do, to-day, Stoddard & HenM^s algebras, Lasarus's son, puppet- 
prince, man-loving Americans, demurring, plumage, mortgageor, pre-exist, 
gluing, righteousness' sake, noticeable, driest, scantiness, Cbaunceys, legalize, 
ten-foot pole, expected, moderator, reversion, modeled, heart-broken, played, 
catalogued, re-absorb, tranquilize, worshiped, providence, pine-tree, seer, 
chastely, pear-tree, repulsive, imagination, dotage, pre-emption, shoed, en- 
terprising, easy, business, obligatory, Humphreys, cribbage, Charlottes, 
anti-American, many-colored, narrative, dying, dyeing, died, shoeing, seeing, 
suing, sued, brewing, biased, canceled, penciled, abetted, owed, priest, 
sewing, busied, pro-tempore secreta;ry, expedition, dyed, day-book, Anglo- 
Saxon, book-keeping, New-York directory, forget-me-not, alliance, Sixth- 
street car, fluctuation, donation, up-hill game, St. F^^!tts'.s-dance, pre-eminent, 
one-hour rule, globule, to-day, Pharisees' self-conceit, opinion, distributive, 
sine-qua-non principle, Jew's-harp, a devoutly-to-he-toished consummation, 
stipulator, night-time, Jesus's name, glow-worm, ArcJiimedes's screw, good- 
looking, somebody else's business, Henry the Eighth's abilities, my old 
teacher, Jfr. Smith's instruction. 

Prog. XXXIH. — A+shore, for-(-give, drunk-|-ard, dis-j-join, wiz-j-ard, 
be-[-dew, dis-)-please, black-|-en, en-|-trap, be-|-friend, teach-j-able, un-|- 
school-j-ed, re-|-new+al, health-f-ful, un-|-taught, king-f-dom, beginn-j-er, 
pay-)-ment, fore-j-tell, direct+or, pre-f-judge, pjiy-f-ee, e+duc+at+ion, 
blu-j-ish, name+less, mis-|-take, re-|-plant, Sun-)-day, care-|-ful, con-|-cur, 
pre-j-vent-j-ive, super-|-natur-)-al, intro-J-duce, eagl-|-et, clos-]-et, man-|-ly, 
dark-|-some, blood-j-y, wild+er-j-ness, op+press+ive, friend+ship, power 
-j-less-j-ness, skeptic+ism, im-fit+at-f-ion, puri+ty, fruit-^-age, safe-j-ty, 
im+pure, a+wake, gif+t, bon-(-d, be-|-think, be-j-cause, an-f-onym-|-ous, 
in-f-ef-f-fici-j-ent, amphi-|-bi-|-ous, inter-|-cede, Ana-^-bapt-j-ist, cardi-j-ac, 
con-|-ceal-|-ment, opulent, Tartar-(-ean, anti-j-pod+es, phys-)-ics, organ-j- 
ize, ob-|-liter-|-ate, apo-|-stas-|-y, apo-f-stle, en+thusi-|-asm, cata-f-rrh, joe 
+ose, variol-|-oid, per+vade, pel+luc-f-id, dia-f-meter, dis-|-syl-|-lable, 
multi-|-tude, gnost-j-ic, ec-|-clesi-|-ast-|-ic-|-al, di+phthong, ec+centr-f-ici 
-|-ty, e+nerv+ate, pre-f-dict, liber+ty, pro-t-vid-)-ent, eu-f-dem-j-ic, epi-|- 
dem-|-ic, re-j-pel, hypo+crite, dram-(-a, trace-j-able, glob+ule, post-|-ure, 
obs-|-tin-|-acy, di-|-visible, creat-|-ure, retro-|-spect-|-ive, met-]-onym-f-y. 

For additional particulars, see Appendix F of "The System Method," 
No. 18, page 305, 

Prog. XSXIV. — Se-j-greg-f-ate, para-|-dox, con-]-flu-|-ence, ir-(-re-|-sol 
-j-ute, sapon-j-ace-l-ous, sub+merge, suf-j-fer, peri-|-ostium, savag-f-er+y, 
per-j-cent-l-age, supra-j-orbit-j-al, sur-f-vey, con-f-vey-f-ance, syn-|-chron-|- 
ous, pro-j-gram, sy-|-stem, sym-f-path-j-y, as+sist+ant, thef-|-t, tra+verse, 
dee-|-d, ad-|-versa-|-ry, ac-|-cesso-(-ry, pay-|-ed, hear-j-d, ab+ject, ad-j-voc 
-j-ate, af+flx, stai-|-d, thrif-f-t, ob-|-serv-|-ato-}-ry, ap-|-plaud, gold-|-en, 
leather+n, heav-)-en, mod-l-er-|-n, en-j-dear, daw-)-n, am-j-put-f-ate, anti-|- 
cip+ate, liber-}-at-|-ion, larg-j-er, chatt-j-er, mole-|-cule, mo-|-st, man^- 



SYSTEM ORTHOGRAPHY— GE ABE A. 



193 



hood, in+born, bi+ped, bi+gamy, bis-J-cuit, kern-|-el, bow-|-el, circum-t- 
vent, mis+give, mors+el, tab-j-le, go+ing, leav-f-ing, bagg+ing, wolf-j- 
ish, soldie+ry, fer+ry, mani-f-kin, n+aught, con-|-nect, cor+rug-j-ate, 
nob+le, oiit+live, dribb-|-le, inagni-|-fy, gos+ling, aquat+ic, peri+od-|- 
ic, not-|-ice, utt-j-er, contro+vert, stup+id, puer-|-ile, bumm+ock, ball+ 
oon, de-|-flect, racc-|-oon, viper-|-ine, don-l-at-|-ion, ladi+es, es-j-tabl-j-ish, 
grow-|-th, beal+tb, over-]-reach, over+coat, s+melt, dis-j-pel, s+pread, 
tru+th, de-j-ism, Wesley+an-l-ism, di+verge, Huss+ite, un-|-do, un-|-true, 
e+dent+ate, beal+th-f-y, ef+flu-|-ent, de-|-lus-[-ive, capt+ive, bab+y, 
under-f-ling, extra+mur-t-al, eas-j-y, an+y, with-|-stand, witb-f hold, Will 
-f-ie, ex-|-cresc-|-ence. 

For additional particulars, see " The System Method," No. 18, Appendix 
F, page 305. 

13 




Appendix B— Orthographic Chart. 







*^^<^i5S==r-&- 


— 




1. Diacritical Marks of I 


Simple and Compound Vocals. 


1. a 


= 


fate, ate. 




3. 


6 = 


come, other. 


3. a 


= 


bat, at. 




4. 


o = 


wolf, bosom. 


3. a 


= 


pear, hare. 




5. 


o = 


do, prove. 


4. a 


= 


far, ah. 




6. 


6 = 


form, ought. 


5. a 


= 


brass, ask. 




1. 


oo = 


hoot, boom. 


6. a 


= 


wall, all. 




2. 


do = 


hook, wool. 


7. a 


= 


wad, wan. 




1. 


u = 


tube, iise. 


1. e 


= 


field, key. 




2. 


u = 


tub, us. 


2. e 


= 


pen, let. 




3. 


u = 


rude, rule. 


3. g 


=1 


there, 6re. 




4. 


V = 


pull, full. 


4. e 


= 


they, prey. 




5. 


u = 


burn, urge. 


5. e 


= 


herd, her. 




1. 


y = 


sky, fly. 


1. 1 


= 


bind, mile. 




2. 


y = 


nymph, cyst. 


2. 1 


= 


tin, hill. 






Compound Vocals. 


3. i 


= 


pique, mien. 




1. 


oi = 


ai in coil, toy. 


4. i 


=; 


bird, sir. 




2. 


ou = 


iioo in foul, how. 


1. o 


= 


vote, old. 




3. 


i = 


jie in pine, try. 


2. 6 


= 


not, odd. 




4. 


u = 


eoo in tube, Use. 


2. 


Diacritical Marks of Subvocals and Aspirates. 


1. 9- 


soft. 


= 9ite. 


9. 


ng 




=: n in sing. 


2. €, 


hard, 


= call. 


10. 


ph 




= f in phantom. 


3. ch 


, soft. 


= 9hais€ 


!. 11. 


qu 




= kw in quack. 


4. ch 


, bard, 


= ehoir. 


12. 


s, aspirate. 


= yes. 


5. ch 


, unmarked, = child. 


13. 


§, subvocal. 


= ha|. 


6. g, 


hard. 


= get. 


14. 


th, aspirate. 


= thin. 


■7- g. 


soft. 


= sem. 


15. 


til, subvocal, 


= this. 


8. n, 


guttural, = link. 


16. 


X, aspirate, ks 


= fix. 








17. 


^, subvocal, gz 


= e^ert. 


3. Physiological Classification of Subvocals and Aspirates. 






Labials. 


Dentals. 


Palatals. Gutturals. 


1. Abrupts: 


b 


d 




J 


g 


2. Continuants 


m, V 


1, n, z, th r, zh ng 


3. Coalescents: 


; w 


y 








4. Abrupts: 


P 


t 




ch 


k 


5. Continuants 


;: f 


s, 


th 


sh 




6. Coalescents; 


wh 








h 






Names of the 


Diacritical Marks. 




1. a 


= 


macron. 




6. e 


= 


tilde, or wave. 


2. a 


= 


breve. 




7. 9 


= 


cedilla. 


3. a 


= 


dot. 




8. § 


= 


perpendicular. 


4. a 


= 


diaeresis. 




9. e 


= 


horizontal. 


5. a 


= 


caret, or circumflex. 








[1941 















Appendix C— Rules for Spelling. 



(a) Consonant Doubled. 

1. Rule I. — In monosyllables, terminal f, 1, or s, preceded by a single 
vowel, is written double ; as, staff, hill, pass, off, mill. 

Exceptions: clef, if, of, as, is, has, was, yes, his, this, us, thus, gas, pus. 

2. Bule II. — A terminal consonant preceded by a single accented vowel, 
is doubled before an added suffix beginning with a vowel; as, robH-ed = 
robbed; fop + ish = foppish; refer -{- ed = referred; quit + ed = quitted , 
diagram + ed = diagrammed. 

(b) Consonant Not Doubled. 

3. Rule III — All terminal consonants except f, 1, and s are written 
single; as, cat, man, tar, brag, tab, ham, lap, wax, pod, whiz, task. 

Exceptions: add, ebb, odd, inn, butt, buzz, Qgg. 

4. Rule IV. — A terminal consonant preceded by a digraph, diphthong, 
another consonant, or an unaccented vowel, is never doubled; as, boil + ing 
:= boiling; defend + ed = defended ; travel + ing = traveling. 

(c) E Sometimes Dropped. 

5. Rule V. — Terminal e is dropped before a suffix beginning with a 
vowel ; as, love -)- ing = loving; force + ible = forcible ; love + ed := loved; 
ice + y = icy. 

Exception 1: -ce and -ge retain e before a and o; as, peace + able = 
peaceable; courage \ ous = courageous. 

Exception 2: E as part of a digraph is usually retained ; as, hoe -f- 
ing = hoeing ; agree -j- ing = agreeing. At other times it is dropped ac- 
cording to the rule ; as, sue -f- ing = suing ; see -|- er = seer. 

6. Rule VI. — Silent terminal e is not dropped before an added suffix 
beginning with a consonant; as, large + ly = largely; pale + ness = pale- 
ness; judge -f ment = judgement. (Judgement is also, but arbitrarily, 
written judgment.) 

Exceptions: true + ly ^ truly; awe + ful = awful; whole -f ly = wholly. 

(d) Y and IE Changed. 

7. Rule VII. — Except before i, y preceded by a consonant is changed 
to i before an added suffix; as, carry -f ed = carried; fly -|- es = flies; glory 
-|- ous = glorious; merry -]- er = merrier; pity -f able = ]3itiable ; many + 
fold = manifold; Mary -f es = Maries; Ptolemy + es = Ptolemies; Welby + 
es = 'Welbies. (Maries, Harries, etc., are sometimes written Marys, Harrys, 

[1951 



196 THE SYSTEM METHOD. 

Welbys, etc. But such a spelling is at discord with the genius of English 
orthography.) 

Exceptions: duty + ous = duteous; beauty + ous = beauteous; bounty 
-\- ous = bounteous; miscellany + ous = miscellaneous. 

8. Rule VIII. — Y terminal preceded by a vowel is not changed; as, 
play 4- iiig = playing; valley + s = valleys; gay -|- ly = gayly; Thackeray 
+ s = Thackerays; Motley + s = Motleys; Gray + s = Grays. 

9. Bule IX. — le terminal is changed to y before ing; as, die + ing = 
dying; tie + ing = tying. 

(e.) Regulak Plurals in s, es, or 's. 

10. Rule X. — Nouns ending in a syllable that coalesces with s, includ- 
ing those in o preceded by a vowel, add s only for the plural; as, tack-s, 
day-s, hoe-s, decree-s, water-s, coffee-s, TJ. S. Grant-s, Miss Thompson-s, 
Grey-s, Maloy-s, Guyot-s, Gyulay-s, Hadley-s, David-s, Canada-s, Shawnee-s, 
Chippewa-s, Stamp-Act-s, Magna Charta-s, tong-s, vital-s, new-s, physic-s, 
thank-s, going-s, mump-s, embryo-s, cuckoo-s, Hindoo-s. 

11. Rule XL — Nouns ending in a syllable that does not coalesce with 
s, and nouns ending in o preceded by a consonant, add es for the plural; 
as, box-es, class-es, six-es, summons-es, fli-es, compani-es, loav-es, liv-es, 
Mari-es, Sicili-es, ladi-es, Mrs. "Welbi-es, negro-es, echo-es, hero-es, Lucas-es, 
S. S. Mackintosh-es, James-es, Crumless-es, Cicero-es, Plato-es, hous-es, 
hors-es. 

Exceptions: canto-s, quarto-s, piano-s, solo-s, duodecimo-s, tyro-s, 
proviso-s, octavo-s, memento-s, lasso-s.* 

13. Rule XII. — Letters, signs, and figures substitute the apostrophe (') 
for the e of the es; as, g's, ll's, p's, +'s, — 's, etc. 

(f.) Irregular, Arbitrary, and Common Plurals. 
(a.) The following nouns form the plural irregularly: — 
Child, children. Louse, lice. Ox, oxen. 

Foot, feet. Man, men. Woman, women. 

Goose, geese. Mouse, mice. Tooth, teeth. 

(b.) Pronouns form the plural arbitrarily: — 

I, we. Thou, you. He, they. 

My, our. Thy, your. His, their. 
Me, us. Thee, you. Him, them. 

(c.) Nouns from foreign languages usually retain their f® reign plurals. 
Examples are, — 

Automaton, automata, r. Erratum, errata. Medium, media, r. 

Axis, axes. Focus, foci. Nebula, nebulae. 

Basis, bases. Formula, formulae, r. Phenomenon, phenomena. 

Beau, beaux, r. Genius, genii. Radius, radii. 

* See note at close of page 304. 



She, they. 


It, they. 


Her, their. 


Its, their. 


Her, them. 


It, them. 



SYSTEM OBTHOORAPHY— GRADE A. I97 

Cherub, cherubim, r. Genus, genera. Stratum, strata. 

Criterion, criteria. Hypothesis, hypotheses. Vertebra, vertebrse. 

Ellipsis, ellipses. Lamina, laminae. Virtuoso, virtuosi. 

Encomium, encomia, r. Magus, magi. Vortex, vortices, r. 

(d.) The following nouns and pronouns have ticin-Uke (i. e., common, 
or equivocal) forms for the singular and the plural : — 

Nouns: sheep, deer, svfine, vermin, hose, fry, gross, neat, grouse, pub- 
lic. Esquimaux, Japanese, Cyclops, corps, molasses^ 

Pronouns: who, which, what, that, as. 

(g.) POSSESSIVES IN 'S. 

13. Rule XIII. — The apostrophe (') and s are added, — 

(a.) To singulars not having the same form for the plural, as, boy's hat, 
Peter's book, Milton's "Allegro," General Gates's command, Pierce's gram- 
mar, Harris's "Hermes," cockatrice's den, Moses's writings. 

(b.) To singulars having the same form for the plural; as, a sheep's 
fleece, a deer's horns. But the apostrophe should be placed after the s in 
forming the possessive plurals; as, sheeps' fleeces, a load of deers' horns. 

(c.) To plurals unlike their singulars and not ending in s; as, men's, 
children's, oxen's, geese's. 

(d.) To the last part of any sort of a compound or complex name or 
substantive phrase; as, Ralph Waldo Emerson's writings; my step-father's 
residence; my brother-in-law's piace; the Secretary of the Interior's office; 
every body else' s business; the president of the society's pleasure; the lawyer, 
Henry Feliafs, library; Henry the Eighth's honor; sergeant-at-arm's duty. 

(e.) To the last name in a series denoting joint possession; as, Beaumont 
and Fletcher's plays. Reed and Kellogg's grammars. 

(f.) To each name in a series denoting separate possession; as, Webster's 
and Worcester's and Murray's dictionaries. 

(h.) POSSESSIVES IN THE ('). 

14. Rule XIV. — The apostrophe (') only is added, — 

(a.) To abstract names that never take the plural; as, for conscience' 
sake; for goodness' sake; for righteousness' sake; for justice' sake; for 
peace' sake. 

(b.) To plurals ending in s, as, girls' hats, Pharisees' self-conceit, sol- 
diers' hardships, eagles' wings, angels' visits, justices' warrants. 

(i.) The Hyphen (-). 

15. Rule XV. — The hyj)hen (-) may be used only when the word parts 
unite with contrasted accents, to represent one compound idea; as, a 
sharp-edged instrument; its too-great-to-be-estimated value will then appear. 
Wherever there are two distinct ideas, and similar accents, the word parts 
are separate, not hyphened; as, a sharp edged instrument. Mark the differ- 
ence between " Sixth-street car" and " sixth street-car." 



198 THE SYSTEM METHOD. 

Note. — The question whether in any current (dictionary contained) compound, 
the hyphen is to be used or the parts written consolidated, is to be settled, of course, 
only by reference to the dictionary. Rule XV. is only designed to show what words 
not found in the dictionary either hyphened together or consolidated as one com- 
pound, may be correctly hyphened. 

16. Rule XVI. — The hyphen separates two vowels separately pro- 
nounced when the first forms part of a prefix; as, pre-engage, re-echo, anti- 
organizing. 

17. Rule XVII. — The hyphen separates re, meaning " again," from any 
word when consolidating destroj^s its meaning; as, re-collect (means "col- 
lect again," not recollect), re-memher (means "member again," not remem- 
ber). 



SYSTEM OBTHOGBAPHY—OBADE A. I99 



CHALLKNOK. 



(a.) Propositions. — To hasten the development of the perfect method 
of learning and teaching the science system of orthography, the author of 
"The System Method" challenges any educator of the United States, Can- 
ada, England, Germany, or France to prove either of the following propo- 
sitions: — 

1. That this system method is not a better method than he himself uses. 

2. That this system method is not the true method. 

(b.) Conditions. — 1- Such educator shall compress his argument into 
not to exceed 150 8vo. pages of a 200-page discussion. 

2. The author of "The System Method" to have the last 50 pages of 
such 200-page discussion, in v^hich to reply. 

3. The decision to be made by five judges, three of whom shall be 
James Eussell Lowell, of Boston, A. Wilford Hall, of New York, and the 
State Superintendent of Indiana; these three to choose a fourth and a fifth. 

4. The judges shall make no qualification, but render their decision af- 
firming or denying the propositions as they stand. 

5. The expression, "this system method," of the propositions, to be 
construed to mean that method of learning and teaching the science system 
of orthography exemj)lified in this (No. 17) Work-Book, and advocated in 
this Volume I. of "The System Method," together with the author's 50 last 
pages of the 200-page discussion. 

6. Such educator shall make no use of the Learner's Work-Tree or any 
counterfeit in establishing any argument. 

(C.) Offer. — 1. As a summons to earnest exertion, the author of "The 
System Method " offers to print and deliver to such educator, for his own 
disposal, and free of all cost to him, 1,000 volumes of such 200-page discus- 
sion, neatly bound in cloth. 

2. The period of this offer extends from July 1st, 1886, to July 1st, 
1888. 

3. Such educator shall prepare his 150 first pages in proper form to be 
examined by the judges, in MS. or print, as he may choose. 



200 



THE SYSTEM METHOD. 



r( 

1. 


R 

a 


I: /. 


Position. 2. 

a. Antecedent. 

b. Base. 

0. Consequent. 

antecedent, 
base. 


Voice. 

a. Voiced. 

b. Whispered. 

voiced, 
voiced. 


3. Sound. 4. 

a. Vocal. 

b. Subvocal. 

c. Aspirate. 

subvocal, 
vocal. 


Continuance. 

a. Abrupt. 

b. Continuant. 

continuant, 
continuant. 


2. 


t 
L 


= 


consequent, 
antecedent. 


whispered, 
voiced. 


aspirate, 
subvocal, 


abrupt, 
continuant. 




a 


= 


base. 


voiced. 


vocal, 


continuant. 


3. 


g 
M 


= 


consequent, 
antecedent, 


voiced, 
voiced. 


subvocal, 
subvocal. 


abrupt, 
continuant. 







= 


base. 


voiced. 


vocal. 


continuant. 


4. 


P 
C 

1 


= 


consequent, 
antecedent, 
antecedent, 


wbispei-ed, 
whispered, 
voiced. 


aspirate, 
aspirate, 
subvocal. 


abrupt, 
abrupt, 
continuant. 




a 


= 


base. 


voiced. 


vocal. 


continuant. 




ni 


= 


consequent. 


voiced. 


subvocal, 


continuant. 


5. 


S 
a 


= 


antecedent, 
base. 


whispered, 
voiced. 


aspirate, 
vocal, 


continuant, 
continuant. 




n 


= 


consequent. 


voiced, 


subvocal. 


continuant. 


6. 


k 
B 


z=z 


consequent, 
antecedent, 


whispered, 
voiced. 


aspirate, 
subvocal. 


abrupt, 
abrupt. 




r 


= 


antecedent. 


voiced. 


subvocal, 


continuant. 




a 


= 


base. 


voiced. 


vocal. 


continuant. 


7. 


g 
L 


= 


consequent, 
antecedent. 


voiced, 
voiced, 


subvocal, 
subvocal. 


abrupt, 
continuant. 




6 


= 


base. 


voiced, 


vocal. 


continuant. 


8. 


f 
t 

S 
k 
i 


= 


consequent, 
consequent, 
antecedent, 
antecedent, 
base, 


whispered, 
whispered, 
whispered, 
whispered, 
voiced. 


aspirate, 
aspirate, 
aspirate, 
aspirate, 
vocal. 


continuant. 

abrupt. 

continuant. 

abrupt. 

continuant. 


9. 


P 
C 
u 


= 


consequent, 
antecedent, 
base. 


whispered, 
whispered, 
voiced. 


aspirate, 
aspirate, 
vocal. 


abrupt, 
abrupt, 
continuant. 




r 


= 


consequent. 


voiced. 


subvocal. 


continuant. 




1 


= 


consequent. 


voiced. 


subvocal. 


continuant. 



iV^ofe to Teacher. — For the words rat, lag, mop, etc., to be assigned to, and worked 
up by, your classes, refer to Appendix A of this (No. 17) Work-Book. Refer to 
the appendixes, also, for any definition or explanation desired. J3e sure to show 
your class how to get started in doing orthography in this way. See note To 
Teacher, p. 158. Read, "Why These 4-Step Programs Are Used," "By the Pro- 
grams the Student Learns by Doing," " The Programs Force the Student to Decide," 
and " This Method of Branching by Programs Sustained by Authority," on pages 
134, 137, 138, and 141, respectively. Read also pp. 79-134 inclusive. For the 
two great steps to be taken in learning any branch, see pp. 29-31, 160 and 161. 



SYSTEM OBTHOOBAPHY— GRADE A. 



201 



Prog. II 



1. w 
e 
b 

2. H 
u 
s 
k 

3. S 

q 

u 
a 
r 
e 

4. W 
r 

i 
s 
t 

5. H 



t 
6. P 



1 

m 

7. S 

"W 


r 
e 

8. F 
1 
a 

X 

9. G 
u 
i 



'. Pos/'tfon. 2. 


Continuance. 3. 


Obstruction. 4. 


Sound. 


a. Antecedent. 

b. Base. 

c. Consequent. 


a. Abrupt. 

b. Continuant. 

c. Coalescent. 

d. Aphthong. 


a. Obstructed. 

b. Unobstructed. 


a. Vocal. 

b. Subvocal. 

c. Aspirate. 


antecedent. 


coalescent. 


obstructed. 


subvocal. 


base, 


continuant, 


unobstructed. 


vocal. 


consequent. 


abrupt. 


obstructed. 


subvocal. 


antecedent, 


coalescent, 


obstructed, 


aspirate. 


base, 


continuant. 


unobstructed. 


vocal. 


consequent. 


continuant, 


obstructed. 


aspirate. 


consequent. 


abrupt, 


obstructed, 


aspirate. 


antecedent, 


continuant. 


obstructed. 


aspirate. 


antecedent. 


abrupt. 


obstructed. 


aspirate. 


antecedent. 


coalescent. 


obstructed. 


subvocal. 


base. 


continuant. 


unobstructed, 


vocal. 


consequent. 


continuant. 


obstructed. 


subvocal. 


consequent. 


aphthong. 






antecedent. 


aphthong. 






antecedent, 


continuant. 


obstructed, 


subvocal. 


base. 


continuant, 


unobstructed. 


vocal. 


consequent. 


continuant, 


obstructed. 


aspirate. 


consequent. 


abrupt. 


obstructed. 


aspirate. 


antecedent. 


coalescent, 


obstructed. 


aspirate. 


base. 


continuant. 


unobstructed. 


vocal. 


consequent. 


aphthong. 






consequent. 


aphthong. 






consequent. 


abrupt, 


obstructed, 


aspirate. 


antecedent. 


aphthong. 






antecedent. 


continuant, 


obstructed. 


aspirate. 


base. 


continuant. 


unobstructed. 


vocal. 


consequent. 


aphthong. 






consequent, 


continuant. 


obstructed, 


subvocal. 


antecedent. 


continuant. 


obstructed. 


aspirate. 


antecedent, 


coalescent, 


obstructed. 


subvocal. 


base, 


continuant, 


unobstructed, 


vocal. 


consequent. 


continuant. 


obstructed. 


subvocal. 


consequent. 


aphthong. 






antecedent. 


continuant. 


obstructed, 


aspirate. 


antecedent, 


continuant. 


obstructed, 


subvocal. 


base. 


continuant. 


unobstructed, 


vocal. 


consequent. 


continuant, 


obstructed, 


aspirate. 


antecedent. 


abrupt. 


obstructed, 


subvocal. 


antecedent. 


aphthong. 






base, 


continuant. 


unobstructed, 


vocal. 


consequent, 


continuant, 


obstructed. 


subvocal. 


consequent. 


aphthong. 








[202] 



ORTHOGRAPHIC ^^VORK:-TREE; CClVtRLKXE:. 
Copyright, 1886, by I. E. WILSON. 



1. H = 



4. 







SYS'. 


TEM OETHl 


JGBAPHT— 


GRADE A. 


203 




Prog. III.— 


Branching 


by the Learner's Work-Tr 


ee. 


H 


= 


aspirate, 


coalescent, 


guttural. 









= 


sonant, 


vocal, 


simple. 


guttural. 




r 


= 


sonant, 


subvocal, 


continuant, 


palatal, lingual. 


liquid. 


n 


= 


sonant. 


subvocal, 


continuant, 


dental, nasal. 




S 


= 


aspirate. 


continuant, 


dental. 


sibilant. 




c 


= 


aspirate, 


abrupt. 


guttural. 






a 


= 


sonant. 


vocal. 


simple. 


guttural. 




1 


= 


sonant. 


subvocal. 


continuant. 


dental, lingual. 


liquid. 


d 


= 


sonant. 


subvocal, 


abrupt, 


dental. 




W 


= 


sonant, 


subvocal, 


coalescent. 


labial. 




o 


= 


sonant, 


vocal, 


simple. 


guttural. 




n 


= 


sonant, 


subvocal, 


continuant. 


dental, nasal. 




Q 


= 


aspirate. 


abrupt. 


guttural. 






u 


= 


sonant, 


subvocal, 


coalescent, 


labial. 




i 


= 


sonant, 


vocal, 


simple. 


guttural. 




r 


= 


sonant. 


subvocal. 


continuant. 


palatal, lingual, 


liquid. 


k 


= 


aspirate. 


abrupt, 


guttural. 






Y 


= 


sonant. 


subvocal, 


coalescent. 


dental. 




a 


= 


sonant. 


vocal. 


simple. 


guttural. 




r 


= 


sonant. 


subvocal. 


continuant. 


palatal, lingual. 


liquid. 


d 


= 


sonant, 


subvocal. 


abrupt. 


dental. 




F 


= 


aspirate. 


continuant. 


labial. 






r 


= 


sonant. 


subvocal, 


continuant. 


palatal, lingual. 


liquid. 


e 


= 


sonant. 


vocal, 


simple. 


dental. 




q 


= 


aspirate, 


abrupt. 


guttural. 






u 


= 


sonant. 


subvocal, 


coalescent. 


labial. 




e 


= 


sonant, 


vocal, 


simple. 


palatal. 




n 


= 


sonant, 


subvocal. 


continuant, 


dental, nasal. 




t 


= 


aspirate. 


abrupt. 


dental. 






I 


= 


sonant. 


vocal. 


simple. 


palatal. 




n 


= 


sonant, 


subvocal. 


continuant. 


dental, nasal. 




f 


= 


aspirate. 


continuant. 


labial. 






1 


= 


sonant, 


subvocal. 


continuant. 


dental, lingual. 


liquid. 


u 


= 


sonant. 


vocal. 


simple. 


guttural. 




ix 


= 


aspirate. 


continuant. 


gutturo-dental, sibilant. 





^The sound of x in influx is the same as s made from the position k. Ask the 
pupil to place the articulatory organs in position to make k, then without making k, 
quicldy pronounce s, and he will perceive why x is a gutturo-dental, i. e., a k-s sound. 
Because the tree constitutes the orthographic science system, it shows us plainly what 
is system-like (law-like), and what is outside of system, i. e., lawless, or exceptional, 
and therefore to be learned empirically, not through the system as a visible means. 
Thus, the tree informs us that this x is an exceptional letter by the fact that x can- 
not be branched upward through such science system. (See " The System Method" 
— No. 6, Demonstration XXII.) 



20J: 



THE SYSTEM METHOD. 





] 


Pro? 


?. IT.— 


Branching 


by the Learner's Work-Tree. 


1. 


E 


= 


sonant, 


vocal, 


simple. 


palatal. 






s 


= 


aspirate, 


continuant, 


dental. 


sibilant. 






P 


= 


aspirate. 


abrupt. 


labial. 








y 


= 


sonant, 


Yocal, 


simple, 


palatal. 




2. 


c 


= 


aspirate, 


abrupt. 


guttural. 








r 


= 


sonant, 


subvocal. 


continuant, 


palatal. 


lingual, liquid. 




y 


= 


sonant. 


vocal. 


simple, 


palatal. 






p 


= 


aspirate, 


abrupt. 


labial. 








t 


= 


aspirate, 


abrupt. 


dental. 






3. 


B 


= 


sonant. 


subvocal, 


abrupt, 


labial. 






a 


= 


sonant. 


vocal, 


simple, 


palatal. 






n 


= 


sonant, 


subvocal. 


continuant, 


dental, 


nasal. 




q 


= 


aspirate, 


abrupt. 


guttural. 








u 


= 


sonant, 


subvocal. 


coalescent. 


labial. 






e 


= 


sonant, 


vocal, 


simple, 


palatal. 






t 


= 


aspirate. 


abrupt. 


dental. 






4. 


I 


= 


sonant. 


vocal. 


simple. 


palatal. 






n 


= 


sonant. 


subvocal. 


continuant. 


dental, 


nasal. 




d 


= 


sonant, 


subvocal. 


abrupt, 


dental. 






e 


= 


sonant, 


vocal. 


simple. 


palatal. 






X 


= 


aspirate. 


continuant, 


gutturo-dental 


, sibilant. 




5. 


R 


= 


sonant, 


subvocal, 


continuant. 


palatal. 


lingual, liquid. 




a 


= 


sonant, 


vocal. 


simple, 


palatal. 






u 


= 


sonant, 


subvocal. 


continuant. 


dental. 


nasal. 




c 


== 


aspirate. 


continuant. 


dental. 


sibilant. 






i 


= 


sonant. 


vocal, 


simple. 


palatal. 






d 


= 


sonant. 


subvocal. 


abrupt. 


dental. 




6. 


P 


= 


aspirate. 


abrupt. 


labial. 








y 


= 


sonant. 


vocal 


simple. 


palatal. 






g 


= 


sonant. 


subvocal. 


abrupt. 


guttural 






m 


= 


sonant, 


subvocal. 


continuant, 


labial. 


nasal. 




y 


= 


sonant, 


vocal. 


simple. 


palatal. 




7. 


w 


= 


sonant. 


subvocal. 


coalescent. 


labial. 









= 


sonant. 


vocal. 


simple. 


palatal. 






m 


= 


sonant. 


subvocal, 


continuant. 


labial. 


nasal. 




e 


= 


sonant. 


vocal. 


simple. 


palatal. 






n 


= 


sonant, 


subvocal. 


continuant. 


dental, 


nasal. 


8. 


B 


= 


sonant. 


subvocal. 


abrupt. 


labial. 






u 


= 


sonant. 


vocal, 


simple. 


palatal. 






s 


= 


sonant. 


subvocal. 


continuant. 


dental. 


sibilant. 




y 


= 


sonant. 


vocal, 


simple. 


palatal. 





SYSTEM ORTHOGRAPHY— GEADE A. 



205 



Prog. T: /. Position. 2. Construction. 3. 



1. H 

a 
1 
f 

2. L 
i 
s 
t 
e 
ii' 

3. D 
i 

s 
h 



n 
e 
s 
t 

4. A 

P 
r 
o 
P 



s 

5. I 
n 
d 
i 
c 
t 



a. Antecedent. 

b. Base. 

c. Consequent. 

antecedent, 

base, 

consequent, 

consequent, 

antecedent, 

base, 

consequent, 

consequent, 

antecedent, 

base, 

antecedent, 

base, 

consequent, 

antecedent, 

base, 

consequent, 

base, 

consequent, 

consequent, 

base, 

consequent, 

antecedent, 

base, 

antecedent, 

base, 

consequent, 

base, 

consequent, 

antecedent, 

base, 

consequent, 

consequent. 



a. Vowel, or Base. 

b. Consonant. 



consonant, 

vowel, 

consonant, 

consonant, 

consonant, 

vowel, 

consonant, 

consonant, 

vowel, 

consonant, 

consonant, 

vowel, 

consonant, 

consonant, 

vowel, 

consonant, 

vowel, 

consonant, 

consonant, 

vowel, 

consonant, 

consonant, 

vowel, 

consonant, 

vowel, 

consonant, 

vowel, 

consonant, 

consonant, 

vowel, 

consonant, 

consonant. 



Letter. 4. 

a. Sonant. 

b. Non-sonant. 

c. Aphthong. 

non-sonant, 

sonant, 

aphthong. 

non-sonant, 

sonant, 

sonant, 

non -sonant, 

aphthong. 

aphthong. 

sonant, 

sonant, 

sonant, 

sonant, 

aphthong. 

sonant, 

sonant, 

sonant, 

non -sonant, 

non-sonant, 

sonant, 

non-sonant, 

sonant, 

sonant, 

non-sonant, 

sonant, 

aphthong. 

sonant, 

sonant, 

sonant, 

sonant, 

aphthong. 

non-sonant. 



Sound. 

a. Vocal. 

b. Subvocal. 

c. Aspirate. 

aspirate, 
vocal. 



aspirate, 
subvocal. 
vocal, 
aspirate. 



subvocal. 
subvocal, 
vocal, 
subvocal. 

vocal. 

subvocal. 

vocal. 

aspirate. 

aspirate. 

vocal. 

aspirate. 

subvocal. 

vocal. 

aspirate. 

vocal. 

vocal, 
subvocal. 
subvocal. 
vocal. 

aspirate. 



^In such words as listen (lie-n), acre (a-kr), thistle (this-1), etc., n, r, and 1 
though the base of the syllable, are consonants, not vowels ; since they represent 
subvocal, not vocal, sounds. With this exception, namely, that n, r, and 1 form the 
base of the second syllable in such words as heaven, sombre, gristle, etc., the base of 
a syllable is always a vowel representing, of course, a vocal sound. 



206 



THE SYSTEM METHOD. 



Prog. YI : /. Sound. 2. Obstruction. 3. Construction. 4. Letter. 









a. Vocal. 

b. Subvocal. 

c. Aspirate. 

d. Aphthong. 


a. Unobstructed. 

b. Obstructed. 


a. Vowel, or Base, 

b. Consonant. 


. a. Sonant. 
b. Non-sonant, 


1. 


S 


= 


aspirate, 


obstructed, 


consonant. 


non-sonant. 




t 


= 


aspirate, 


obstructed. 


consonant, 


non-sonant. 




r 


= 


subvocal, 


obstructed, 


consonant, 


sonant. 




a 


= 


vocal. 


unobstructed, 


vowel. 


sonant. 




n 


= 


subvocal, 


obstructed, 


consonant. 


sonant. 




g 


= 


subvocal, 


obstructed. 


consonant, 


sonant. 




1* 


= 


subvocal, 


obstructed, 


consonant, 


sonant. 




e 


= 


aphthong. 








2. 


A 


= 


vocal. 


unobstructed. 


vowel, 


sonant. 




c 


= 


aspirate, 


obstructed, 


consonant. 


non sonant. 




r* 


= 


subvocal, 


obstructed. 


consonant, 


sonant. 




e 


= 


aphthong. 








3. 


V 


= 


subvocal, 


obstructed. 


consonant, 


sonant. 




i 


= 


vocal, 


unobstructed. 


vowel. 


sonant. 




c 


= 


aphthong. 










t 


= 


aspirate. 


obstructed. 


consonant, 


non-sonant. 




u 


= 


aphthong. 










a 


= 


aphthong. 










1* 


= 


subvocal. 


obstructed. 


consonant. 


sonant. 




s 


= 


subvocal, 


obstructed. 


consonant. 


sonant. 


4. 


G 


= 


aphthong. 










n 


= 


subvocal. 


obstructed, 


consonant, 


sonant. 




a 


= 


vocal. 


unobstructed, 


vowel. 


sonant. 




r 


= 


subvocal. 


obstructed, 


consonant. 


sonant. 




1 


= 


subvocal. 


obstructed. 


consonant, 


sonant. 


5. 


S 


= 


aspirate, 


obstructed. 


consonant, 


non sonant. 







= 


vocal, 


unobstructed, 


vowel. 


sonant. 




m 


= 


subvocal. 


obstructed. 


consonant, 


sonant. 




b 


= 


subvocal. 


obstructed, 


consonant. 


sonant. 




r* 


= 


subvocal. 


obstructed. 


consonant. 


sonant. 




e 


= 


aphthong. 








6. 


I 


= 


vocal. 


unobstructed. 


vowel. 


sonant. 




n 


= 


subvocal, 


obstructed. 


consonant. 


sonant. 




t 


= 


aspirate. 


obstructed. 


consonant. 


non- sonant. 




r 


= 


aspirate, 


obstructed. 


consonant. 


sonant. 




i 


= 


vocal, 


unobstructed, 


vowel. 


sonant. 




g 


= 


subvocal, 


obstructed. 


consonant. 


sonant. 




u 


= 


aphthong. 










e 


= 


aphthong. 










* See note on 


previous page. 









SYSTEM OBTHOGBAPHY— GRADE A. 



207 



Prog. VII : /. Letter. 2. Continuant. 3. Obstruction. 4. Interruption. 





a. Sonant, or tonic. 

b. Aspirate, or atonic. 

c. Aphthong. 


a. Abrupt. 

b. Continuant 

c. Coalescent. 


a. Labial. 
. b. Dental. 

c. Palatal. 

d. Guttural. 


a. Perf. interrupted. 

b. Part, interrupted. 

c. Molded. 


1. A 


= sonant, or 


tonic, 


continuant. 


palatal. 


molded. 


n 


= sonant, or 


tonic. 


continuant. 


guttural, 


part, interrupted. 


X 


= tonic. 




continuant. 


gutturo-dental, 


part, interrupted. 


i 


= tonic. 




continuant. 


gutturo-dental (ae), molded. 


e 


= tonic, 




continuant. 


dental. 


molded. 


t 


= aspirate, or 


atoniC; 


, abrupt. 


dental, 


perf. interrupted. 


y 


= tonic, 




continuant. 


palatal. 


molded. 


2. S 


= atonic. 




continuant, 


dental, 


part, interrupted. 


ch 


.= aphthongs. 










i 


= tonic, 




continuant. 


palatal. 


molded. 


s 


= tonic. 




continuant, 


dental. 


part, interrupted. 


m 


= tonic. 




continuant, 


labial. 


part, interrupted. 


3. G 


= tonic, 




abrupt. 


guttural. 


perf. interrupted. 


U2 


= aphthong. 










i 


= tonic, 




continuant. 


gutturo-dental (ae), molded. 


1 


= tonic, 




continuant, 


dental, 


part, interrupted. 


e 


= aphthong. 










4. B 


= tonic. 




abrupt. 


labial, 


perf. interrupted. 


a 


= tonic. 




continuant. 


guttural. 


molded. 


1 


= aphthong. 










k 


= atonic. 




abrupt. 


guttural. 


perf. interrupted. 


5. E 


= tonic. 




continuant. 


palatal. 


molded. 


xi 


= tonic. 




continuant. 


gutturo-dental, 


part, interrupted. 


h 


= atonic. 




coalescent, 


guttural. 


perf. interrupted. 





= tonic. 




continuant. 


guttural. 


molded. 


r 


= tonic. 




continuant, 


palatal. 


part, interrupted. 


t 


= atonic. 




abrupt. 


dental. 


perf. interrupted. 



1 In such words as exhort, exact, exhaust, etc. , x is pronounced z from the posi- 
tion g. To understand how x here is both guttural (g) and dental (z), let the stu- 
dent put the articulatory organs in readiness to make the sound g; then, without 
making g, suddenly pronounce the sound z. He will then understand why x is a 
gutturo-dental, i. e., a g-z sound. Accordingly, in influx, x is a gutturo-dental, i. e., 
k-s aspirate sound. To pronounce it, take the position for k, and then make s with- 
out making the k-sound. 

^ U and i cannot here be taken together to form a diphthong, because the com- 
pound vocal sound represented (ae) may be represented by 1 alone ; neither could 
the two together be called a digrai^h, since the vocal represented (ae) is not simple, 
but compound. See definitions of digraph and diphthong, page 180, and also note 
1 under Prog. VIII., page 208. 



208 



THE SYSTEM METHOD. 



Prog. VIII : /. Union. 2. Letter. 3. 


Subdivision. 4. 


Obstruction. 




a. Letter. 

b. Digraph. 

c. Trigraph. 

d. Diphthong 


a. Tonic, or sonant. a. Abrupt. 
I). Atonic, or non-sonant, b. Continuant, 
c. Aphthong. c. Coalescent. 
;. d. Simple vocal. 

e. Compound vocal. 


a. Labial. 

b. Dental. 

c. Palatal. 

d. Guttural. 


1. C = 


letter, 


atonic, 


abrupt. 


guttural. 


oil ^ 


diphthong. 


tonic. 


compoiind vocal, 


, gutturo-pal'tal. 


1 = 


letter, 


tonic, 


continuant. 


dental. 


2. Wh= 


digraph, 


atonic, 


coalescent. 


labial. 


ey2 = 


digraph, 


tonic. 


simple vocal. 


dental. 


3. B = 


letter. 


tonic, 


abrupt. 


labial. 


r = 


letter. 


tonic. 


continuant. 


palatal. 


ie^ = 


digraph. 


tonic, 


simple vocal, 


dental. 


f = 


letter, 


atonic. 


continuant, 


labial. 


4. C = 


letter. 


atonic, 


abrupt. 


guttural. 


r = 


letter. 


tonic, 


continuant. 


palatal. 


u = 


letter. 


tonic. 


simple vocal. 


labial. 


i = 


letter, 


aphthong. 






s = 


letter. 


tonic. 


continuant, 


dental. 


e = 


letter. 


aphthong. 






5. T = 


letter. 


atonic. 


abrupt, 


dental. 


w^ = 


letter. 


aphthong. 






= 


letter. 


tonic. 


simple vocal, 


labial. 



^The differences between a vowel digraph and a diphthong are: 1. A diphthong 
represents a compound vocal sound (thus, in boil, oi=ai), while a digraph represents 
a simple vocal sound (thus, in feat, ea^e) ; 2. A diphthong represents a sound 
which cannot be represented by either vowel taken alone (thus, in boil, the sound oi 
cannot be represented by either o or i taken alone), while a digraph represents a 
sound that can be represented by one vowel or the other alone (thus, in feat, the 
sound of ea is often represented by e alone.) 

2 The difficult question will arise whether, in whey and brief, the y and the 1 are 
to be called silent, or whether ey and ie are to be taken together as digraphs, as here 
above. The principle is: If two letters "cling" in three or more words, they may 
be called a digraph. Otherwise, one only is to represent the sound, the other to be 
called an aphthong. Thus e and y in whey are to be called a digraph, since they 
cUng together in three other words to represent this same sound a : they, prey, con- 
vey, etc. And so 1 and e in brief are found also in fief, thief, chief, etc. They are 
therefore a digraph. 

If, in such words as light, tight, sign, etc., the questions arise whether the gh 
shall be taken with the following t to form a trigraph, and whether g should be taken 
with n to form a digraph, observe that what force, or value, is possessed by the gh or 
the g is exerted on the vowel i, not on the t and the n ; since taking out the gh and 
the g, changes the sound of i from i to i ; but it no way affects the t-sound. There- 
fore, the gh and the g are not to be taken with the t and the n. 



SYSTEM OBTEOQBAPHY— GRADE A. 



209 



Prog. IX : /. Union. 2. Obstruction. 3. Subdivision. 4. Diacrit. Mark. 





a. Letter. 

b. Digraph. 

c. Trigraph. 

d. Diphthon 


a. Labial. 

b. Dental. 

c. Palatal, 
g.d. Guttural. 

e. Aphthong. 


a. Abrupt. 

b. Continuant. 

c. Coalescent. 

d. Simple vocal. 

e. Comp. vocal. 


a. Macron, f. Tilde. 

b. Breve. g. Cedilla. 

c. Dot. h. Perpendicular. 
. d. DiEeresis. i. Horizontal. 

e. Caret. j. Unmarked. 


1. A 


= letter, 


dental. 


simple vocal, 


macron. 


1 


= letter. 


dental, 


continuant. 


unmarked. 


ii 


= letter. 


dental, 


coalescent, 


unmarked. 


e 


:= letter. 


palatal. 


simple vocal. 


breve. 


n 


= letter. 


dental, 


continuant. 


unmarked. 


2. A 


= letter. 


palatal. 


simple vocal. 


breve. 


n3 


= letter. 


guttural (ng). 


continuant. 


horizontal. 


X 


= letter. 


gutturo- dental. 


continuant. 


unmarked. 


11 


= letter. 


dental, 


coalescent. 


unmarked. 


ou^ 


'= digraph. 


guttural. 


simj)le vocal. 


breve. 


s 


= letter. 


dental, 


continuant, 


unmarked. 


3. Ch 


= digraph, 


palatal, 


continuant. 


cedilla. 


a 


= letter, 


guttural. 


continuant. 


dot. 


r 


= letter. 


palatal. 


continuant. 


unmarked. 


a 


= letter, 


dental. 


simple vocal. 


macron. 


d 


= letter, 


dental. 


abrupt. 


unmarked. 


e 


= letter. 


aphthong. 






4. D 


= letter. 


dental. 


abrupt. 


unmarked. 


ou 


= digraph. 


labial. 


simple vocal. 


macron. 


gh 


= letters. 


aphthongs. 






5. Ch 


= digraph. 


guttural, 


abrupt. 


horizontal. 


oi 


= letter. 


labial. 


coalescent. 


unmarked. 


1 


= letter. 


gutturo-dental. 


comp. vocal. 


macron. - 


r 


= letter. 


palatal. 


continuant, 


unmarked. 


6. R 


= letter, 


palatal. 


continuant, 


unmarked. 


i 


= letter. 


gutturo-dental. 


comp. vocal. 


macron. 


gh 


= letters. 


aphthongs. 






t 


= letter, 


dental, 


abrupt. 


unmarked. 


el 


= letter. 


dental. 


coalescent. 


unmarked. 


ou 


= digraph, 


guttural, 


simple vocal. 


breve. 


s 


= letter. 


dental. 


continuant. 


unmarked. 



lit is dogmatic and even false to teach that " a, e, i, o, and u are vowels; " for 
that cannot be a vowel which represents either a sub vocal or an aspirate sound. But 
in righteous (rlt-yiis), alien (al-yen), choir (kwlr), quack (kwak), e, 1, o, and u repre- 
sent respectively the subvocal sounds y, y, w, w, ; they are therefore consonants, not 
vowels. So 1 in anxious (angks-yus) ; and so in ocea7i (o-shiin), nation (na-shim), etc., 
where e and i are taken with c and t to form consonant digraphs. See note to Prog. 
XV., of Work-Book No. 16, page 167. 

2 See note under Prog. VIII. 
^ See note under Prog. X. 
14 



210 



THE SYSTEM METHOD. 



Prog. X : /. Union. 2. Inierrupiion. 3. Subdivision. 4. Diacnit Mark. 

a. Letter. a. Pert, interrupted, a. Abrupt. a. Macron, f. Tilde. 

b. Digraph. b. Part, interrupted, b. Continuant, b. Breve. g. Cedilla. 

c. Trigraph. c. Molded. c. Coalescent. c. Dot. b. Perpendicular. 

d. Diphthong, d. Aphthong. d. Simple vocal, d. Diaeresis, i. Horizontal. 

e. Comp. vocal, e. Caret. j. Unmarked. 

unmarked. 



1. B = 
a = 
th = 
s = 

2. D = 

c = 

ti = 

o = 

n := 



y 

3. P 
a 
r 

q 

e 
t 
G 
1 = 

a : 

C : 

ie : 

r : 

5. S : 

p = 

e : 

Ci : 

e : 

6. N : 

ei : 

gh: 



4. G = 



letter, perf . interrupted, abrupt, 

letter, molded, simple vocal, breve, 

digraph, part, interrupted, continuant, horizontal. ^ 

letter, part, interrupted, continuant, perpendicular, 

letter, perf. interrupted, abrupt, unmarked, 

letter, molded, simple vocal, breve, 

letter, perf. interrupted, abrupt, horizontal, 

digraph, part, interrupted, continuant, unmarked, 

letter, molded, simple vocal, breve, 

letter, part, interrupted, continuant, unmarked, 

letter, molded, simple vocal, unmarked, 

letter, part, interrupted, continuant, unmarked, 

letter, molded, simple vocal, breve, 

letter, perf. interrupted, abrupt, unmarked, 

letter, molded, simple vocal, diaeresis, 

letter, part, interrupted, continuant, unmarked, 

letter, perf. interrupted, abrupt, unmarked, 

letter, aphthong. 

letter, molded, simple vocal, breve, 

letter, perf. interrupted, abrupt, unmarked, 

letter, perf. interrupted, abrupt, macron.^ 

letter, part, interrupted, continuant, unmarked, 

letter, molded, simple vocal, macron, 

letter, part, interrupted, continuant, cedilla, 

digraph, molded, simple vocal, tilde, 

letter, part, interrupted, continuant, unmarked, 

letter, part, interrupted, continuant, unmarked, 

letter, perf. interrupted, abrupt, unmarked. 

letter, molded, simple vocal, macron, 

digraph, part, interrupted, continuant, unmarked, 

letter, molded, simple vocal, unmarked, 

letter, part, interrupted, continuant, unmarked, 

digraph, molded, simple vocal, horizontal, 

digraph, aph thongs. 



^When placed above the letter, the character (-) is conveniently called the 
"macron ;" when below the letter, it maybe called the "horizontal," for distinc- 
tion's sake. 

2 This silent u is an exception to the law that u after q is a consonant with the 
sound of w. 



SYSTEM OBTHOQBAPHY— GRADE A. 211 

Prog. XI. — !• the 1. Antecedent, 2. Isal. Vowel, 3, Eepresenting 

2. Base, 2. Consonant, what sound, 

3. Consequent, if any? 
4. Which is a 1. Simple vocal, 5. 1. Perfectly interrupted at the 1. Lips, 

2. Compound vocal, 2. I'artially interrupted at the 2. Teeth, 

3. Subvocal, 3. Molded at the 8. Hard palate, 

4. Aspirate, 4. Soft palate, 
6. Producing a 1. Labial, 7. And an 1. Abrupt. 

2. Dental, 2. Continuant. 

3. Palatal, 3. Coalescent. 

4. Guttural, 

1. L, (1.) the antecedent, (2.) is a consonant, (3.) representing its own 
proper sound 1 (enunciate), (4.) which, is a subvocal, (5.) partially interrupted 
at the teeth, (6.) producing a dental, (7.) and a continuant. 

a, (1.) the base, (2.) is a vowel, (3.) representing its own short sound a 
(enunciate), (4.) which is a simple vocal, (5.) molded at the hard palate, (6.) 
producing a palatal, (7.) and a continuant. 

g, (1.) the consequent, (2.) is a consonant, (3.) representing its own hard 
sound g (enunciate), (4.) which is a subvocal, (5.) perfectly interrupted at the 
soft palate, (6.) producing a guttural, (7.) and an abrupt. 

2. Q, the antecedent, is a consonant, representing its own proper sound k 
(enunciate), which is an asj)irate perfectly interrupted at the soft palate, 
producing a guttural and an abrupt. 

u, the antecedent, is a consonant, representing the sound w (enun- 
ciate), which is a subvocal partially interrupted at the lips, producing a 
labial and a coalescent. 

i, the base, is a vowel, representing its own short sound i (enunciate), 
which is a simple vocal molded at the hard palate, producing a palatal and 
a continuant. 

c, the consequent, is an aphthong. 

k, the consequent, is a consonant, representing its own proper sound 
k (enunciate), which is an aspirate perfectly interrupted at the soft palate, 
producing a guttural and an abrupt. 

3. A, the base, is a vowel, representing its own Italian sound a (enun- 
ciate), which is a simple vocal molded at the soft palate, producing a gut- 
tural and a continuant. 

1, the consequent, is an aphthong. 

m, the consequent, is a consonant, representing its own proper sound m 
(enunciate), which is a subvocal partially interrupted at the lips, producing 
a labial and a continuant. 

s, the consequent, is a consonant, representing its own subvocal sound 
§ (enunciate), which is a subvocal partially interrupted at the teeth, produc- 
ing a dental and a continuant. 

4. F, the antecedent, is a consonant, rejpresenting its own proper sound 
f (enunciate), which is an aspirate j)artially interrupted at the lips, producing 
a labial and a continuant. 



212 THE SYSTEM METHOD. 

Prog. XII. — !• thel. Antecedent, 2. Is a 1. Vowel, 3. Kepresenting 

2. Base, 2. Consonant, what sound, 

3. Consequent, 3. Digraph, if any? 

4. Diphthong, 

5. Trigraph, 

4. Which is a 1. Simple vocal, 5. 1. Perfectly interrupted at the 1. Lips, 

2. Compound vocal, 3. Partially interrupted at the 2. Teeth, 

3. Subvocal, 3. Molded at the 3. Hard palate, 

4. Aspirate, 4. Soft palate, 
6. Producing a 1. Labial, 7. And an 1. Abrupt. 

2. Dental, 2. Continuant. 

3. Palatal, 3. Coalescent. 

4. Guttural, 

1. Wh, the antecedent of the base, is a digraph, representing its own 
proper sound wh (enunciate), which is an aspirate partially interrupted at 
the lips, producing a labial and a coalescent. 

a, the base, is a vowel, representing its own broad sound a (enunciate), 
which is a simple vocal molded at the soft palate, producing a guttural and 
a continuant. 

r, the immediate consequent, is a consonant, representing its own 
proper sound r (enunciate), which is a subvocal partially interrupted at the 
hard palate, producing a palatal and a continuant. 

f, the remote antecedent, is a consonant, representing its own proper 
sound f (enunciate), which is an aspirate partially interrupted at the lips, 
producing a labial and a continuant. 

2. H, the antecedent of the base, is a consonant, representing its own 
proper sound h (enunciate), which is an aspirate partially interrupted at the 
soft palate, producing a guttural and a coalescent. 

oi, the base, is a diphthong, representing its own proper sound oi 
(enunciate), which is a compound vocal molded at the soft ]oalate and teeth, 
producing a guttur o-palatal and a continuant. 

s, the immediate consequent, is a consonant, representing its own 
proper sound s (enunciate), which is an aspirate partially interrupted at the 
teeth, producing a dental and a continuant. 

t, the remote consequent, is a consonant, representing its own proper 
sound t (enunciate), which is an aspirate perfectly interruj)ted at the teeth, 
producing a dental and an abrupt. 

3. V, the antecedent of the base of the first syllable, is a consonant, rep- 
resenting its own proper sound v (enunciate), which is a consonant partially 
interrupted at the lips, producing a labial and a continuant. 

ow, the base of the first syllable, is a diphthong, representing the sound 
ou (enunciate), which is a compound vocal molded at the soft palate and 
lij)s, producing a gutturo-labial and a continuant. 

6, the base of the second syllable, is a vowel, representing its own short 
sound e (enunciate), which is a simple vocal molded at the hard palate, 
producing a palatal and a continuant. 



SYSTEM OBTHOOBAPHT— GRADE A. 



213 



Prog. XIII.— Written Synthesis by Synthesis Tree. 

The student's work in this first step in synthesizing is here omitted, 
since it was given under "Written Synthesis by Worli-Tree," page 115. 
Let the reader turn to the student's work there given, and read carefully 
the explanations there also given. 

Prog. XIY.— Written Synthesis from Memory (Mental Tree). 

dental, coalescent, subvocal ; dental, simj)le vocal ; dental, 
continuant, aspirate; dental, abrupt, aspirate. 

labial, continuant, subvocal; open, compound vocal; dental, 
continuant, subvocal; aphthong. 

labial, abrupt, subvocal; open, compound vocal; dental, con- 
tinuant, subvocal. 

labial, abrupt, aspirate; guttural, simple vocal; dental, con- 
tinuant, aspirate. 

dental, continuant, aspirate; aphthong; palatal, simple vocal; 
dental, continuant, subvocal; labial, continuant, subvocal. 

labial, simple vocal; palatal, continuant, aspirate; guttural, 
simple vocal ; dental, continuant, subvocal. 

dental, abrupt, aspirate; palatal, simple vocal; gutturo-dental, 
continuant, aspirate; dental, abrupt, aspirate. 

dental, continuant, aspirate; labial, abrupt, aspirate; palatal, 
simple vocal; dental, continuant, subvocal; dental, etc. 

guttural, abrupt, subvocal; labial, simple vocal. 

dental, continuant, subvocal; palatal, simple vocal; guttural, 
continuant, subvocal; gutturo-dental, continuant, aspirate. 

guttural, coalescent, aspirate; guttural, simple vocal; dental, 
continuant, subvocal; dental, abrupt, aspirate. 

guttural, coalescent, aspirate; guttural, simple vocal; dental, 
continuant, aspirate; guttural, abrupt, aspirate. 

aphthong; palatal, continuant, subvocal; guttural, simple 

vocal; guttural, continuant, subvocal. 
guttural, abrupt, aspirate; dental, continuant, subvocal; pal- 
atal, simple vocal; palatal, continuant, aspirate. 

^This synthesizing consists in writing /row memory from the topmost branch of 
the mental copy (of tree, as given on p. 116) downward through three class branches 
only. This synthesizing of three classes is to be done, not, necessarily, with the 
synthesis tree before the eyes, but from memory by means of the mental copy of this 
science-system tree held in mind, Students should be directed to write out their 
work as above until they become able to do the same work orally. (See " Oral 
Synthesis," Prog. XV.) Sufficient practice should be given In this written and 
oral synthesis to fix immovably in student's mind a perfect mental picture of 
science-system tree of orthography ; for it is the possession of such mental-system 
whole that enables student afterward to solve quickly and ably any orthographic 
problem which may be presented to him. 

^For X see under Prog. VII., page 207. 



Yeasfi = 

Mine = 

Boil = 

Puss = 

Schism = 

Ocean = 

Text^ = 

Spelt = 

Go = 

Lynx^ = 

Hunt = 

Husk = 

Wrong = 

Clash = 



214 



THE SYSTEM METHOD. 



Prog. XT.— Oral Synthesis from Memory (Mental Tree). 

This work is identical with the written synthesis of Prog. XIV., except 
that students are not to commit the results of their study to writing. They 
are simply to practice this three-steps-down-the-tree process of work at 
their study hours, that they may prove, at the recitation hour, their posses- 
sion of the mental tree-image, by their ability rapidly thus orally to synthe- 
size the tree classes. Their oral recitation reduced to print would appear 
as follows: — 
Thanks = den. con. asp., pal. sim. voc, gut. con. sub., gut. abr. 

asp., den. con. asp. 
Close = gut. abr. asp., den. con. sub., lab. sim. voc, den. con. 

asp., aph. 
Sound = den. con. asp., open com. voc, den. con. sub., den. 

abr. sub. 
Lung = den. con. sub., gut. sim. voc, gut. con. sub. 

Lady = den. con. sub., den. sim. voc, den. abr. sub., pal. sim. voc. 

Geese = gut. abr. sub., den. sim. voc, den. con. asjo., aph. 

Foil = lab. con. asp., open com. voc, den. con. sub. 

Why = lab. co. asp., open com. voc. 

Strict = den. con. asp., den. abr. asp., pal. con. sub., pal. sim. 

voc, gut. abr. asp., den. abr. asp. 
Square = den. con. asp., gut. abr. asp., lab. co. sub., pal. sim. voc, 

pal. con. sub., aph. 
Wrist = aph., pal. con. sub., pal. sim. voc, den. con. asp., den. 

abr. asp. 
Light = den. con. sub., open com. voc, aph., den. abr. asp. 

Quoit = gut. abr. asp., lab. co. sub., open com. voc, den. abr. asp. 

Lieu = den. con. sub., close com. voc. 

Vocal = lab. con. sub., lab. sim. voc, gut. abr. asp., pal. sim. voc, 

den. con. sub. 
Surd = den. con, asp., gut. sim. voc, pal. con. sub., den. abr. sub. 

Mute = lab. con. sub., close com. voc, den. abr. asp., aph. 

Taken = den. abr. asp., den. sim. voc, gut. abr. asp., aph., den. 

con. sub. 
Heaven == gut. co. asp., pal. sim. voc, lab. con. sub., aph., den. 

con. sub. 
Poet = lab. abr. asp., lab. sim. voc, pal. sim. voc, den. abr. asp. 

Tyro = den. abr. asp., open com. voc, pal. con. sub., lab sim. voc. 

Nation = den. con. sub., den. sim. voc, pal. con. asp., gut. sim. 

voc, den. con. sub. 
Table = den. abr. asp., den. sim. voc, lab. abr. sub., den. con. 

sub., aph. 
Lever = den. con. sub., den. sim. voc, lab. con. sub., gut. sim. 

voc, pal. con. sub. 



SYSTEM ORTHOGBAPHT— GRADE A. 215 

Prog. XVI. — Oral Synthesis by Position. 

It has been shown (p. 114) that whoever sees the unit whole, or sys- 
tem, of orthography, therein sees every part of that system whole ; and 
that whoever sees the parts distinctly, must needs see the position of the 
parts. So the proof of pupil's possession of a clear mental image of the 
science- system unit whole of the orthographic branch, will be his ability 
instantly to point out the parts of that branch in rapid succession. Who- 
ever sees the whole of a horse, sees not only every part, but the position of 
every part, of that horse, and will be able instantly to point to such parts. 
But pointing out the position of the most distant parts of the orthographic 
branch is pointing out the branch tops of the tree. Evidently, therefore, 
the crucial test whether a student really understands the science-system 
whole, will be whether he is able to spell a word of letters rapidly over the 
top of the tree. Giving sometimes a different letter, when it is the one 
that appears in the tree and represents the sound in hand, the student's 
pointer, at the recitation hour, would run over the tree top thus : — 



Spirit 


= 


s 


P 


i 


r 


i 


t 


Stand 


= 


s 


t 


a 


n 


d 




Cynic 


= 


s 


i 


n 


i 


k 




Apathy 


= 


a 


P 


a 


th 


i 




Medium 


= 


m 


e 


d 


i 


u 


m 


Specific 


= 


s 


P 


e 


s 


i 


f 


Docile 


= 


d 


6 


s 


i 


1 




Cousin 


= 


k 


li 


z 


n 






Cruelty 


= 


k 


r 


oo 


e 


1 


t 


Acid 


= 


a 


s 


i 


d 






Upon 


= 


u 


P 


6 


n 






Exist 


= 


e 


g 


z 


1 


s 


t 


Beckon 


= 


b 


e 


k 


n 






Dividing 


= 


d 


i 


V 


i 


d 


i 


Taking 


= 


t 


a 


k 


i 


ng 




Spoken 


= 


s 


P 


o 


k 


n 




Loaded 


= 


1 


o 


d 


e 


d 




Beauteous 


= 


b 


u 


t 


e 


ii 


s 


Aorta 


= 


a 


a 


r 


t 


a 




Chaotic 


= 


k 


a 


6 


t 


i 


k 


Filial 


= 


f 


i 


1 


y 


u 


1 


Quack 


= 


k 


w 


a 


k 






Junior 


= 


J 


u 


n 


y 


u 


r 


Eighteous 


= 


r 


i 


t 


y 


u 


s 


Clothes 


= 


k 


1 


o 


ti. 


z 




Balloon 


= 


b 


a 


1 


oo 


n 




Abscess 


= 


a 


b 


s 


e 


s 




Leaf 


= 


1 


e 


f 









216 



THE SYSTEM METHOD. 



Prog. XYII : /. Noun. 2. Current^ 3. Origin of Name. 4. R. for S. 







a. Common. 

b. Proper. 


a. Singular. 

b. Plural. 

c. Both. 


a. In whole. a. Rule . 

b. In action. b. Arbitrary. 

c. In part or particle, c. Irregular. 

d. In substance. d. Common. 


Snuffers^ 


= 


common, 


plural, 


in part, 


rule 10. 


Oats^ 


= 


common. 


plural. 


in particle. 


rule 10. 


Goings 


= 


common, 


both. 


in action. 


rule 10. 


Armies 


= 


common. 


both, 


in whole. 


rule 11. 


Jameses 


= 


proper. 


both, 


in whole, 


rule 11. 


Measles' 


= 


common. 


plural. 


in particle, 


rule 10. 


Platoes 


= 


proper. 


both, 


in whole. 


rule 11. 


Movables 


= 


common. 


both, 


in part. 


rule 10. 


0. P. Mortons 


= 


proper, 


both, 


in whole. 


rule 10. 


Waters 


= 


common, 


both. 


in substance. 


rule 10. 


Mumps^ 


= 


common. 


plural, 


in action. 


rule 10. 


Hoes 


= 


common, 


both. 


in whole. 


rule 10. 


Odds 


= 


common. 


plural. 


in particle, 


rule 10. 


Miss Thomases 


= 


proper. 


both. 


in whole. 


rule 11. 


Shears 


= 


common, 


plural. 


in part. 


rule 10. 


Tubs 


= 


common. 


both, 


in whole, 


rule 10. 


Men 


= 


common, 


both. 


in whole. 


irregular. 


Lice 


= 


common. 


both. 


in whole. 


irregular. 


Children 


= 


common, 


both. 


in whole. 


irregular. 


Tenths 


= 


common. 


both. 


In whole. 


rule 10. 


Lungs 


= 


common. 


both, 


in part, 


rule 10= 


Scissors^ 


= 


common, 


plural. 


in part. 


rule 10. 


Molasses* 


= 


common, 


both. 


in substance, 


common. 


Ices 


= 


common, 


both. 


in substance. 


rule 11. 


Harries 


= 


proper, 


both. 


in whole. 


rule 11. 



^The statements, (1.) that "bellows, scissors, shears, tongs, have no singular 
forms;" (2.) that "the plural number denotes more than one; as, apples, boys, 
horses,"— these statements are contradictory, since bellows, shears, scissors, and 
tongs each denote but one instrument. This mistake the teacher should carefully 
avoid. It lies in confounding the principles of form and signification. These nouns 
are in the plural number, not because they denote more than one instrument, but 
because the name in each case originated in a jJart, which part is repeated to form the 
whole. Scissors is not in the plural number because it means more than one jjair of 
scissors, but because in scissors there are two parts. One part = scissor (which is 
not now currently used) ; two parts = scissors. Observe that scissors = scissor -|- s. 
Number is a structural change. It is based on structure, not on signification merely. 

2 " Current — (a.) singular, (b.) plural, (c.) both," is meant to lead the student to 
ascertain and decide whecher the singular alone, or the plural only, or whether both 
the singular and the plural are regularly used (i. e. "current") in the English lan- 
guage. Thus with "measles in hand, he would decide that only the plural is current ; 
since the singular, measle, is not used among good authors. 

3 See note to Rules X. and XI., page 198. 

* See Appendix C, (f.), (d.), Nouns. 



SYSTEM ORTHOGBAPHT— GRADE A 



217 



Prog. XVIII : /. Noun. 2. Current 3. Origin of N. 4. R. forSpel'g. 







a. Common. 

b. Proper. 


a. Singular. 

b. Plural. 

c. Both. 


a. In whole. a. Eule 

b. In action. b. Arbitrary. 

c. In part or particle, c. Irregular. 

d. In substance. d. Common. 


Geese 


= 


common. 


both. 


in whole. 


irregular. 


Women 


= 


common, 


both. 


in whole. 


irregular. 


Dregs 


= 


common. 


plural. 


in particle. 


rule 10. 


Checkers 


= 


common, 


both, 


in whob. 


rule 10. 


Thanks 


= 


common. 


plural. 


in action, 


rule 10. 


Oats . 


= 


common. 


plural. 


in particle. 


rule 10. 


Lungs 


= 


common. 


both, 


in part. 


rule 10. 


Sixties'^ 


= 


common. 


both. 


in whole. 


rule 11. 


Bowels 


= 


common, 


both. 


in part. 


rule 10. 


Companies 


= 


common. 


both. 


in whole. 


rule 11. 


Coffees 


= 


common. 


both. 


in substance. 


rule 10. 


Lice 


= 


common. 


both. 


in whole. 


irregular. 


ll's 


= 


common. 


both. 


in whole, 


rule 12. 


Feet 


= 


common. 


both. 


in- whole, 


irregular. 


Haineses 


= 


proper, 


both. 


in whole. 


rule 11. 


Gyulays 


= 


j)roper, 


both, 


in whole. 


rule 10. 


Peoples^ 


= 


common. 


both. 


in whole. 


rule 10. 


Mumps 


= 


common. 


plural, 


in action. 


rule 10. 


Measles 


= 


common. 


plural. 


in particle. 


rule 10. 


Scissors 


= 


common. 


plural. 


in part. 


rule 10. 


Shawnees 


= 


proper, 


both. 


in whole. 


rule 10. 


Harries 


= 


proper. 


both. 


in whole. 


rule 11. 


Johns 


= 


proper. 


both. 


in whole. 


rule 10. 


Vitals 


= 


common. 


plural, 


in part. 


rule 10. 


Shears 


= 


common, 


plural. 


in part. 


rule 10. 


News 


= 


common. 


plural. 


in part, 


rule 10. 


Ptolemies 


= 


proper. 


both 


in whole. 


rule 11. 


Hadleys 


= 


proper. 


both, 


in whole. 


rule 10. 


Pairs 


= 


common, 


both, 


in whole. 


rule 10. 


Ones 


= 


common, 


both. 


in whole. 


rule 10. 


Twos 


= 


common, 


both, 


in whole, 


rule 10. 


P's 


= 


common, 


both. 


in whole, 


rule 12 


— 's 


= 


common. 


both. 


in whole, 


rule 12. 


Politics 


= 


common, 


plural, 


in part. 


rule 10. 


Teas 


= 


common. 


both. 


in substance, 


rule 10. 


Turks 


= 


proper, 


both. 


in whole. 


rule 10. 


Trappings 


= 


common 


plural. 


in action. 


rule 10. 


Moseses 


= 


proper, 


both. 


in whole. 


rule 11. 


Ethics 


= 


common. 


plural, 


in part. 


rule 10. 


1 See note to Rules X. and XI., 


page 198. 







218 



THE SYSTEM 3IETH0I). 



Prog. XIX: /• Subsi'ive. 2. Case Forms. 3. Num. Forms. 4. R. forS. 



a. Noun. a. Nominative, 

b. Pronoun.b. Possessive, and 

c. Objective. 



a. Singular, 

b. And plural. 



a. Eule- 

b. Arbitrary. 

c. Irregular. 

d. Common. 



Girl 


=noun, 


He 


=pronoun, 


They 


=pronoun. 


Mouse 


:=noun, 


Sheep^ 


=noun, 


Oxen 


=noun, 


Deer^ 


=noun, 


She 


=pronoun, 


It 


=pronoun, 


Child 


=noun. 


We 


=pronoun, 


Foot 


:=noun, 


Corps^ 


=noun, 


Teeths 


=noun, 


Vermin 


2=noun, 


Knife 


=noun. 


God^ 


=noun, 


Swine^ 


=noun. 


Mary 


=:noun, 


You 


=pronoun. 


Niece 


=noun, 


Key 


:=noun, 


Grey 


=noun. 


Wages* 


^noun, 


Odds 


=noun, 


Geese^ 


=noun, 


Thou 


=pronoun, 


Others 


=noun, 


Doings 


=noun, 


Who6 


=pronoun. 


Whiche 


=pronoun, 



girl, girl's, girl, 
he, his, him, 
they, their, them, 
mouse, mouse's, mouse, 
sheep, sheep's, sheep, 
oxen, oxen's, oxen, 
deer, deer's, deer, 
she, her, her, 
it, its, it, 

child, child's, child, 
we, our, us, 
foot, foot's, foot, 
corps, corps's, corps, 
teeth, teeth's, teeth, 
vermin, vermin's, vermin, 
knife, knife's, knife, 
God, God's, God, 
swine, swine's, swine, 
Mary, Mary's, Mary, 
you, your, you, 
niece, niece's, niece, 
key, key's, key. 
Grey, Grey's, Grey, 
wages, wages', wages, 
odds, odds', odds, 
geese, geese's, geese, 
thou, thy, thee, 
others, others', others, 
doings, doings', doings, 
who, whose, whom, 
, which, which. 



girl, girls, rules 10, 13 a. 

he, they, arbitrary, 

he, they, arbitrary, 

mouse, mice, irregular, 13 a. 

sheep, sheep, common, 13 b. 

ox, oxen, irregular, 18 c. 

deer, deer, common, 13 b. 

she, they, arbitrary, 

it, they, arbitrary, 

child, children, irregular, 18 a. 



I, we, 
foot, feet, 
corps, corps, 
tooth, teeth, 



arbitrary, 
irregular, 13 a. 
common, 13 b. 
irregular, 13 c. 



vermin, vermin, common, 13 b. 
knife, knives, rules 11, 13 a. 



God, 

swine, swine, 
Mary, Maries, 
thou, you, 
niece, nieces, 
key, keys. 
Grey, Greys, 
wage, wages, 
odd, odds, 
goose, geese, 
thou, you, 
other, others, 
doing, doings, 
who, who. 



arbitrary, 13 a. 
common, 13 b. 
rules 11, 13 a, 7. 
arbitrary, 
rules 11, 13 a. 
rules 10, 13 a, 8. 
rules 10, 13 a, 8. 
rules 11,7 14 b. 
rules 10, 14 b. 
irregular, 13 c. 
arbitrary, 
rules 10, 14 b. 
rules 10, 14 b. 
arbitrary. 



which, which, arbitrary. 



^ Some write the possessive plural, sheeps', deers', swines' ; but there is good 
authority and much reason for, " two sheejfs wool," a load of deer^s horns, etc. 

* The possessive plurals would be corps' and verm.ins'. 

3 Ood^ being a member of no known class, has no plural. 

* The possessive singular, were it used, would be wage's. 
513 d applies both to singulars and to plurals. 

^ It is the distinguishing characteristic of a relative pronoun, that it has twin, or 
common, forms for both numbers. 

7 See "The System Method," No. 6, Dem. XIV., b, d, e, (a). 





SYSTEM 


mTnOOBAPEY—OEADE A. 


219 


Prog. 


XX: /. indicatives 


'. 2. Participles. 3. 


Inflection. 4. R. 


for Spel. 




a. Imperfect, 

b. And perfect. 


a. Imperfect, 

b. And perfect. 


a. Complete. 

b. Defective. 

c. Redundant 


a. Rule . 

b. Arbitrary-c 


Abide 


= abide, abode, 


abiding, abode. 


complete. 


rule 5. 


Arise 


= arise, arose. 


arising, arisen. 


complete. 


rule 5. 


Bear 


= bear, bore, etc.. 


bearing, borne, 


redundant. 


rule 4. 


Beget 


= beget, begot, 


begetting, begotten, 


etc., redundant, 


rule 3. 


Bend 


= bend, bent, etc., 


bending, bent, etc.. 


redundant. 


rule 4. 


Beset 


= beset, beset. 


besetting, beset. 


complete. 


rule 3. 


Bid 


= bid, bade, etc.. 


bidding, bidden, etc 


:., redundant, 


rule 3. 


Blow 


= blow, blew. 


blowing, blown. 


complete. 


arbitrary. 


Break 


= break, broke. 


breaking, broken. 


complete. 


rule 4. 


Build 


= build, built, etc.. 


building, built, etc.. 


redundant. 


rule 4. 


Can 


= can, could. 




defective. 


rule 3. 


Cut 


= cut, cut. 


cutting, cut, 


complete. 


rule 3. 


Dig 


= dig, dug, etc., 


digging, dug, etc.. 


redundant. 


rule 3. 


Do 


= do, did. 


doing, done. 


complete. 


arbitrary. 


Fall 


= fall, fell, 


falling, fallen. 


complete, 


rule 1. 


Fly 


= fly, flew. 


flying, flown, 


complete. 


rule 7. 


Get 


= get, got. 


getting, gotten. 


complete. 


rule 8. 


Give 


= give, gave. 


giving, given, 


complete. 


rule 5. 


Have 


= have, had. 


having, had. 


complete. 


rule 5. 


Heat 


= heat, heat, etc., 


heating, heat, etc., 


redundant. 


rule 4. 


Hide 


= hide, hid. 


hiding, hidden. 


comjDlete, 


rule 5. 


Hit 


= hit, hit. 


hitting, hit. 


complete. 


rule 3. 


Kneel 


= kneel, knelt. 


kneeling, knelt. 


complete, 


rule 4. 


Knit 


= knit, knit, etc.. 


knitting, knit, etc., 


redundant. 


rule 3. 


Lay 


= lay, laid, etc., 


laying, laid, etc.. 


redundant. 


rule 8. 


Let 


= let, let, 


letting, let. 


complete. 


rule 3. 


Lie 


= lie, lay, 


lying, lain, 


complete. 


rule 9. 


Lose 


= lose, lost. 


losing, lost, 


complete. 


rule 5. 


May 


= may, might. 




defective, 


rule 3. 


Meet 


= meet, met. 


meeting, met. 


complete, 


rule 4. 


Ought 


= ought. 




defective. 


rule 3. 


Must 


= must. 




defective, 


rule 3. 


Pass 


= pass, past, etc.. 


passing, past, etc.. 


redundant. 


rule 1. 


Pay 


= pay, paid, etc.. 


paying, paid, etc.. 


redundant. 


rule 8. 


Pen 


= pen, pent, etc., 


penning, pent, etc., 


redundant. 


rule 3. 


Put 


= put, put. 


putting, put. 


complete. 


rule 3. 


Quit 


= quit, quit, etc.. 


quitting, quit, etc., 


redundant. 


rule 3. 


Eead 


= read, read. 


reading, read. 


complete. 


rule 4. 


Rid 


= rid, rid, 


ridding, rid. 


complete. 


rule 3. 



^For an explanation of "Indicative," "Participle," "Imperfect," and "Per- 
fect, "look through " The System Method," No. 6, Dems. VIII.-XIIL, inclusive ; and 
see, especially, Dem. VII., k. 



220 



TEE SYSTEM METHOD. 



Prog. XXI 


:/. 


Composii'n. 


2. Derivat'n 


. 3. Accent 4. Pni. Accent 






a. Simple. 

b. Compound. 


a. Primitive. 

b. Derivative. 


a. Primary. 

b. Pri. and Sec. 


a. Ultimate. 

b. Penult. 

c. Antepenult. 

d. Preantepenult. 


Enjoyment 


= 


simple. 


derivative. 


primary. 


penult. 


Oatmeal 


= 


compound. 


primitive. 


pri. and sec. 


penult. 


Providence 


= 


simple. 


derivative, 


primary. 


antepenult. 


Makeshift 


= 


compound. 


primitive. 


pri. and sec, 


penult. 


Tyro 


= 


simple, 


primitive, 


pri. and sec. 


penult. 


Engineer 


= 


simple. 


derivative. 


pri. and sec. 


ultimate. 


Accident 


= 


simple. 


primitive, 


primary. 


antepenult. 


Silence 


= 


simple. 


primitive. 


primary. 


penult. 


Accidental 


= 


simple. 


derivative. 


pri. and sec. 


penult. 


Lemonade 


= 


simple. 


derivative. 


pri! and sec, 


ultimate. 


Substantive 


= 


simple. 


primitive, 


primary. 


antepenult. 


Eye-ball 


= 


compound. 


primitive. 


pri. and sec. 


penult. 


Characteristic 


; = 


simple, 


derivative. 


pri. and sec. 


penult. 


Inquiry 


= 


simple. 


derivative, 


primary. 


penult. 


Uprising^ 


= 


compound. 


derivative. 


primary. 


penult. 


Without 


= 


compound. 


primitive. 


primary. 


ultimate. 


Destroy 


= 


simple. 


primitive. 


primary, 


ultimate. 


Disputable 


= 


simple. 


derivative. 


primary. 


preantepenult. 


Thereabout 


= 


compound. 


primitive, 


pri. and sec. 


ultimate. 


Talent 


= 


simple. 


primitive. 


primary. 


penult. 


Melon 


= 


simple. 


primitive. 


primary. 


penult. 


Antepenult 


= 


simple, 


derivative. 


pri. and sec. 


ultimate. 


Turncoat 


= 


compound, 


primitive. 


pri. and sec. 


penult. 


Upon 


= 


: compound, 


primitive. 


primary, 


ultimate. 


Legislature 


= 


: simple. 


derivative. 


pri. and sec. 


preantepenult. 


Fatal 


= 


: sim]3le. 


derivative. 


primary, 


penult. 


Mary 


= 


: simple, 


primitive. 


primary. 


penult. 


Artificer^ 


= 


: simple, 


derivative. 


primary. 


antepenult. 


Primarily 


= 


: simple, 


derivative. 


primary. 


preantepenult. 


Artificial 


= 


: simple. 


derivative. 


pri. and sec, 


, penult. 


Taking 


= 


: simple. 


derivative. 


primary. 


penult. 


Parliamentary= 


: simple. 


derivative, 


pri. and sec, 


antepenult. 



1 By calling uprising compound is meant that it contains two root words, up and 
rise, separately used, or current, in English. But artificer is to be called simple, be- 
cause, while also containing two root words (Latin ars and /aeio), those roots are not 
separately used in English. And so primitive and derivative, as well as simple and 
compound, are to be used as meaning primitive, simple, etc, in English, not in any 
older lano-uage. 



ST8TEM OBTHOGBAPEY— GRADE A. 



221 



Prog. XXII: /. Syllabicaiion and 2. Phonic 
Diacritical Spelling. Spelling. 



Dividing 


= di-vid-ing, 


Financial 


= fi-nan-cial. 


Pamphlet 


= pam-phlet, 


Acre 


= a-ere. 


Lion 


= li-^on. 


Spoken 


= spok-en. 


Philosophizic 


ig= phMos-o-phiz 


Civilized 


= civ-il-ize, 


Breaths 


= breaths. 


Councils 


= €0un-9il§, 


Coffin 


= €of-fin. 


Vial 


= vi-^al, 


Cynic 


= 9yn-ie, 


Turning 


= turn-ing. 


Beckoned 


= beck-on-ed, 


Upon 


= iip-6n, 


Exist 


= ei-ist, 


Measured 


= meas-ur-ed. 


Fatality 


= fa-tal-i-ty. 


Disarming 


= di§-arm-ing, 


Weevil 


= wee-v^l, 


Amendment 


= a-mend-ment. 


Horseman 


= horse-man. 


Theorizing 


= the-o-riz-ing. 


Baths 


= batii§, 


Diseased 


= di§-e^a§-ed. 


Seminary 


= sem-i-n%-ry. 


Enable 


= en-a-ble. 


Transport 


= trans-port. 


Bridal 


= bri-dal, 


Pianos 


= pi-an-o§, 



3. Rules. 

a. For syllabication. 

b. For pronunciation. 

c. For spelling. 

*1:I:5. 



di-vi-ding, 

£i-nan-shul, 

pam-flet, 

a-kr, 

li-iin, 

spo-kn, 

fi-16s-o-fi-zing, 

siv-il-iz, 

breths, 

koun-silz, 

kof-fin, 

vi-al, 

sin-ik, 

ttim-mg, 

bek nd, 

iip-6n, 

eg-zist, 

mezh-oord, 

fa-tal-i-ti, 

diz-arm-ing, 

we-vl, 

a-mend-ment, 

hors-man, 

the-o-ri-zing, 

biithz, 

diz-ezd, 

sem-i-ner-i, 

en-a-bl, 

trans-port, 

bri-diil, 

p!-an-oz, 

^ In Webster's notation, which is here used, a and o obscure are left unmarked. 
They are usually pronounced hke indistinct u; as, ]I-on:=li-un; vi-al=vi-iil, etc. 

'In ea (in diseased), as in every vowel digraph, one vowel is to be regarded as 
principal (e here in ea), and the other as modifier (a here in ea). It is often impos- 
sible to determine just what power, sound, or influence, the modifier has as related to 
principal ; still, the modifier is never to be regarded as really silent. 

^In seminary, dictionary, etc., however, a is equivalent to e. See Rule VI. for 
pronunciation. 

* J^ote. — The Arabic characters on the left refer to rules for syllabication, the 
Roman numbers to the rules for pronunciation, and the right hand Arabics to rules 
for spelling. 



4, 2: VII: 5. 

2: VII. 

1:1. 

1, 2:1, II. 

1, 3: XI, 1:5. 

1, 3, V, VII, IV, 1:5. 

1, 3: VII. 

:10. 

XII: 10. 

2: XII. 

1:1, II. 

2: VII. 

2: :4. 

2: VII, XIV. 

2: VII. 

2: VII. 

:5. 

1, 2:V, VII. 

2:Vn, XVII. 

1:1, ex. to XII. 

2:111, VII. 

:6. 

1, 3:1, II, IV: 5. 
XVIII: 10. 
2:XVm:5. 
2:V, VI, VII. 

2, 1:1, VII. 

vni. 

1:1:5. 
2:V:ex. to 11. 



222 



THE SYSTEM METHOD. 



Prog. XXIII : /. Syllabication and 2. Phonic 
Diacriiical Spelling. Spelling. 



3. Rules. 



Nobilities 

Institution 

Ideas 

Mulish. 

Chinese 

Secretary 

Albumen 

Indivisible 

Basin 

Eulable 

Cousin 

Locomotion 

Duties 

Chosen 

Auxiliary 

Hindoos 

Acclimated 

Engagement 

Pitiable 

Delayed 

Boyish 

Fleeing 

Huzzaed 

Gaining 

Mumps 

Lucases 

Waxing 

Worshiped 

Motleys 

Mansion 

Canceled 

Aristotles 

Awful 

Women 

Miscellaneous 

Aorta 

Carried 

y)issolving 



= no-bil-i-ties, 

= in-sti-tu-tion, 

= i-de-as, 

= mtJl-ish, 

= Chi-nege, 

== see-re-ta-ry, 

= al-bu-men, 

= in-di-vi§-i-ble, 

= ba-szn, 

= rul-a-ble, 

= eoug-en, 

= lo-eo-mo-tion, 

= du-tie§, 

= cho§-en, 

= au3j-il-i-a-ry, 

= Hm-doo§, 

= ae-eli-mat-ed, 

= en-gag6-ment, 

= pit-i-a-ble, 

= de-lay-ed, 

= boy-ish, 

= flee-ing, 

= huz-za-ed, 

= gain-ing, 

= mumps, 

= Lu-eas-e§, 

= wax-ing, 

= wor-ship-ed, 

= M6t-ley§, 

= man-sion, 

= Gan-9el-ed, 

= Ar-is-tot-le, 

= aw-ful, 

= wo-men, 

= mis-9el-la-ne-oiis, 

= a-6r-ta, 

= €ar-ri-ed, 

= di§-§61v-ing, 



no-bil-i-tiz, 

in-sti-tu-shiin, 

i-de-az, 

mu-lish, 

Chi-nez, 

sek-re-ter-i, 

al-bu-men, 

in-di-viz-I-bl, 

ba-sn, 

rul-a-bl, 

kuz-n, 

lo-ko-mo-shiin 

du-tiz, 

cho-zn, 

ag-zil-i-a-ri, 

Hin-dooz, 

ak-kll-ma-ted, 

en-gaj-ment, 

pit-i-a-bl, 

de-lad, 

boi-ish, 

fle-ing, 

hob-zad, 

ga-ning, 

mumps, 

Lu-kas-ez, 

wak-sing, 

wur-shipt, 

Mot-liz, 

man-shun, 

kan-seld, 

Ar-is-tot-l, 

a-fool, 

wim-en, 

mis-sel-la-ne-iis, 

a-6r-ta, 

kar-rid, 

diz-zol-ving. 



a. For syllabication. 

b. Tor pronunciation. 

c. For spelling. 

n, 2:1, V, VII: 7, 11. 
3, 1:V, I, VII, XVI-.5. 
1:L 111:10. 
1, 3, 3.1:5. 
1:L 

3, 1:IV, VII, V, VL 
3, 1:1 
3:V. 

1:1, ex. toXIL 
III, XV: 5. 
3: VII, XIL 
1:1, IV, XVL 
1, 3:1:7, 11. 
1, 3:1, XI:5. 
2: VII, V, IIL 
3: VII: 10. 
3, 1:1, 111:5. 
3: :6. 

3:111, V, VII: 7. 
1:1:8. 
:8. 
1:1:5. 

3. 

3. 

1:1:11. 

3:VIL 

3:VII:4. 

3: VII: 8, 10. 

3: VII, XVL 

3:Vn, IX: 4 

3:VIL 

: ex. to 6. 

3: VII, X. 

3, 1:L IV, IX:ex. to8. 

1:L IIL 

3:V:8. 

3: VII: 5. 



^ See note on previous page. 



n 




Final Letters and Hyphen Branches. 
Copyright, 1886, by I. E. WILSON. 



[223J 



224 



THE SYSTEM METHOD. 



Prog. XXIT.— Eules for Spelling by Work-Tree. 

Maimed = consonant doubled, none after digraph, 4. 

Taming = vowel dropped, but e before vowel suflBx, 5. 

Bandied = vowel changed, y to i, but before others, 7. 

Diagramm'd = consonant doubled, between single v' and vowel suffix, 3. 

Canceled = consonant doubled, none after unaccented vowel, 4. 

Assigned = consonant doubled, none after consonant, 4. 

Mill = consonant doubled, f, 1, s, after single v' in monosyllables, 1. 

Grass = consonant doubled, f, 1, s, after single v' in monosyllables, 1= 

Summed = consonant doubled, between single v' and vowel suffix, 2. 

Compelling = consonant doubled, between single v' and vowel suffix, 2. 

Infer = consonant doubled, none except f, 1, s, in monosyllables, 3. 

Kecoiling := consonant doubled, none after digraph, 4. 

Moralize = consonant doubled, none after unaccented vowel, 4. 

Tab = consonant doubled, none except f, 1, s, in monosyllables, 3. 

Solidify = consonant doubled, none after unaccented vowel, 4. 

Affixing^ = consonant doubled, between single v' and vowel suffix, 2. 

Yowel = consonant doubled, none except f, 1, s, in monosyllables, 3. 

Alas = consonant doubled, none except f, 1, s, in monosyilaoles, 3. 

Brass = consonant doubled, f, 1, s, after single v' in monosyllables, 1. 

Shriveled = consonant doubled, none after unaccented vowel, 4. 

Responded = consonant doubled, none after consonant, 4. 

Yes, = consonant doubled, f, 1, s, after single v' in mon., ex. to 1. 

Desisted = consonant doubled, none after consonant, 4. 

Oddly = consonant doubled, none except f, 1, s, in mon., ex. to 3. 

If = consonant doubled, f, 1, s, after single v' in mon., ex. to 1. 

Is = consonant doubled, f, 1, s, after single v' in mon., ex. to 1. 

Extolling = consonant doubled, between single v' and vowel suffix, 2. 

Signalize = consonant doubled, none after unaccented vowel, 4. 

Whetted = consonant doubled, between single v' and vowel suffix, 2. 

Howled = consonant doubled, none after diphthong, 4. 

Joining = consonant doubled, none after diphthong, 4. 

Lifeless = vowel dropped, not e before consonant suffix, 6. 

Fancied = vowel changed, y to i, but before others, 7. 

Allotting = consonant doubled, between single v' and vowel suffix, 2. 

Sensible = vowel dropped, but e before vowel suffix, 5. 

Giddiness = vowel changed, y to i, but before others, 7. 

Lodgement = vowel dropped, not e before consonant suffix, 6. 

Daily = vowel changed, y to i, but before others, 7. 

Stoppage = consonant doubled, between single v' and vowel suffix, 2. 

1 The reason x is never doubled (for it is not doubled, even when It is a terminal 
consonant preceded by a single accented vowel, as in affixing), is that in itself it 
represents a double, or k-s, sound. 



SYSTEM OBTHOGRAPHY— GRADE A. 



225 



Prog. XXY.— Hyphen, Consonant, and Towel by the 
Work-Tree. 

Saved = final, vowel dropped, but e before vowel suffix, 5. 

Maries = final, plural sign, es to nouns not coalescing with s, 11. 

Maries = final, vowel cbanged, y to i, but before others, 7. 

Maloys := final, plural sign, s only to nouns coalescing with s, 10. 

Maloys = final, vowel changed, y to i, not after a vowel, 8. 

Married = final, vowel changed, y to i, but before others, 7. 

Gayety = final, vowel changed, y to i, not after a vowel, 8. 

Merrier = final, vowel changed, y to i, but before others, 7. 

Fore-ordain^== hyphen, separates prefix, vowel from vowel, 16. 

Sing-song = hyphen, unites words contrasted in accent and conjoined in 

thought, 15. 

Glorious = final, vowel changed, y to i, but before others, 7. 

Hoeing = final, vowel dropped, but e before vowel suffix, excep. to 5o 

Crying = final, vowel changed, y to i, not before 1, 7. 

Juliuses = final, plural sign, es to nouns not coalescing with s, 11. 

Baileys = final, plural sign, s only to nouns coalescing with s, 10. 

Baileys = final, vowel changed, y to i, not after a vowel, 8. 

Tying = final, vowel changed, ie to y before ing, 9. 

Hiss = final, consonant doubled, f, 1, s, after single v' in mon., 1. 

Keviled = final, vowel dropped, but e before vowel suffix, 5. 

Planner = final, con. doubled, between single v' and vowel suffix, 2. 

Iron-clad = hyphen, unites words contrasted in accent and conjoined in 

thought, 15. 

Revealed = final, consonant doubled, not after digraph, 4. 

Thus = final, con. doubled, f, 1, s, after single v' in mon., ex. to 1. 

Reveling = final, consonant doubled, none after unaccented vowel, 4. 

Us = final, con. doubled, f, 1, s, after single v' in mon., ex. to 1. 

Babyish = final, vowel changed, y to i, not before i, 7. 

Bluish = final, vowel dropped, but e before vowel suffix, 5. 

Glueyness = final, vowel changed, y to i, not after a vowel, 8. 

Harries = final, plural sign, es to nouns not coalescing with s, 11. 

Grays = final, plural sign, s only to nouns coalescing with s, 10. 

Grays = final, vowel changed, y to i, not after a vowel, 8. 

Motleys = final, plural sign, s only to nouns coalescing with s, 10. 

Baggage = final, con. doubled, between single v' and vowel suffix, 3. 

Enjoyed = final, vowel changed, y to i, not after a vowel, 8. 

Died = final, vowel dropped, but e before vowel suffix, 5. 

Toed = final, vowel dropped, but e before vowel suffix, 5. 

Decreeing = final, vowel dropped, but e before vowel suffix, excep. to 5. 

Jew's-harp^ = hyphen, unites words contrasted in accent and conjoined in 

thought, 15. 

1 See note under Rule XV., Appendix C, page 198. 
15 



226 



THE SYSTEM METHOD. 



Prog. XXYI. — Plural and Possessive Signs by the Work-Tree. 

Foxes = plural sign, es to nouns not coalescing with s, 11. 

Xenophons = plural sign, s only to nouns coalescing with s, 10. 

Jameses = plural sign, es to nouns not coalescing with s, 11. 

Maries = plural sign, es to nouns not coalescing with s, 11. 

Statues = plural sign, s only to nouns coalescing with s, 10. 

Whiskeys = plural sign, s only to nouns coalescing with s, 10. 

Waters = plural sign, s only to nouns coalescing with s, 10. 

Chaunceys = plural sign, s only to nouns coalescing with s, 10. 

Hindoos = plural sign, s only to nouns coalescing with s, 10. 

Quincies = plural sound, es to nouns not coalescing with s, 11. 

Mays = plural sign, s only to nouns coalescing with s, 10. 

Dickens's = poss. sign, 's added to each part in separate possess- 

ives, 13 a. 

Bowels = plural sign, s only to nouns coalescing with s, 10. 

Rosalies = plural sign, s only to nouns coalescing with s, 10. 

Justices' = poss. sign, (') only to plurals ending in s, 14 b. 

Interior's := poss. sign, 's added to last part in compounds, 13 d, 

Patrick Henries = plural sign, es to nouns not coalescing with s, 11. 

Mosbies = plural sign, es to nouns not coalescing with s, 11. 

Palfreys = plural sign, s only to nouns coalescing with s, 10. 

Toes = plural sign, s only to nouns coalescing with s, 10. 

Maid-servants = plural sign, s only to nouns coalescing with s, 10. 

Mileses = plural sign, es to nouns not coalescing with s, 11. 

Jellies =: plural sign, es to nouns not coalescing with s, 11. 

Christmases = plural sign, es to nouns not coalescing with s, 11. 

Antonies = plural sign, es to nouns not coalescing with s, 11, 

Mice's = poss. sign, 's to each part in separate possessives, 13 c. 

Races = plural sign, es to nouns not coalescing with s, 11. 

King James's = poss. sign, 's added to last part in compounds, 13 d. 

Humphreys = plural sign, s only to nouns coalescing with s, 10. 

Peter's = poss. sign, 's to each part in separate possessives, 13 a. 

Brothers-in-law = plural sign, s only to nouns coalescing with s, 10. 

Girls' = poss. sign, (') only added to plurals ending in s, 14 b. 

Runaways = plural sign, s only to nouns coalescing with s, 10. 
Reed and Kellogg's = poss. sign, 's added to lastpart in joint possessives, 13 e. 

Turnkeys = plural sign, s only to nouns coalescing with s, 10. 

Son-in-law's = poss. sign, 's added to last part in compounds, 13 d. 

Mottoes = plural sign, es to nouns in o after a consonant, 11. 

Conscience' = poss. sign, (') only added to abstracts having no jdIu- 

ral, 14 a. 



SYSTEM OBTHOORAPY— GRADE A. 



227 



Prog.XXTlI. 

Kough-liew 

Lieut. -Governor's 

Lieut. -Governor's 

Catalogued 

Day and Martin's 

Puff 

Gearing 

Agreeing 

Drier 

Vied 

Well-laid-out 

Flutter 

Streets 

Re-enlist 

Hoeing 

Judgement 

Stiff 

Suing 

Re-invest 

Moss 

Hall 

Outrageous : 

Lass 

Forcible 

Hoed 

Manageable 

Repulsive 

Convalescent 

Brigadier 

Harris's : 

Gyration : 

Rued 

Sun-bird 

Handkerchiefs = 
Ing9.thering : 

Yes 

Proofs 
Lancing 
Rebellion = 



-Final Letters and Hyphen by the Work-Tree. 

= hyphen, unites words contrasted in accent and con- 
joined in thought, 15. 

= final, poss. sign, 's added to last part in compounds, 13 d. 

= hyphen, unites words contrasted in accent, etc., 15. 

= final, vow. dropped, but e before vowel sutfix, 5. 

= final, poss. sign, 's added to last part in joint poss., 13 e. 

= final, con. doubled, f, 1, s, after single v' in mon., 1. 

= final, con. doubled, none after digraph. 4. 

= final, vow. dropped, but e before vowel suffix, ex. to 5. 

= final, vow. changed, y to i, but before others, 7. 

= final, vow. dropped, but e before vowel suffix, 5. 

: hyphen, unites words contrasted in accent, etc., 15. 

= final, con. doubled, between single v' and vowel suffix, 2. 

= final, plu. sign, s only to nouns coalescing with s, 10. 

= hyphen, separates prefix, sometimes re but not others, 17. 

: final, vow. dropped, but e before vowel suffix, ex. to 5. 

= final, vow. dropped, not e before consonant suffix, 6. 

= final, con. doubled, f, 1, s, after single v' in mon., 1. 

= final, voWo dropped, but e before vowel suffix, 5. 

= hyphen, separates jirefix, sometimes re but not others, 17. 

= final, con. doubled, f, 1, s, after single v' in mon., 1. 

= final, con. doubled, f, 1, s, after single v' in mon., 1. 

: final, vow. dropped, but e before vowel suffix, excep. to 5. 

= final, con. doubled, f, 1, s, after single v' in mon. 1. 

= final, vow. dropped, but e before vowel suffix, 5. 

= final, vow. dropped, but e before vowel suffix, 5. 

= final, vow. dropped, but e before vowel suffix, excep. to 5. 

= final, vow. dropj)ed, but e before vowel suffix, 5. 

= final, vow. dropped, but e before vowel suffix, 5. 

= final, vow. dropjDed, but e before vowel suffix, 5. 

= final, poss. sign, 's added to each part in sep. pos., 13 a. 

: final, vow. dropped, but e before vowel suffix, 5. 

= final, vow. dropped, but e before vowel suffix, 5. 

:hyj)ben, unites words contrasted in accent and con- 
joined in thought, 15. 

: final, plu. sign, s only to nouns coalescing with s, 10. 

: hyphen, separates prefix, sometimes re but not others, 17. 

: final, con. doubled, f, 1, s, after single v' in monosylla- 
bles, excep. to 1. 

-- final, plu. sign, s only to nouns coalescing with s, 10. 

= final, vow. dropped, but e before vowel suffix, 5. 

: final, con. doubled, between single v' and vowel suffix, 3. 




[228] 



IDEOGRA-PHIO ^?VORK:-TRKEJ. 
CAPITAL LETTER BRANCH. 

Copyright, 1886, by I. E. WILSON. 



SYSTEM ORTHOGBAPET— GRADE A. 



229 



Prog. 


XXYIII.- 


Chicago 


= proper, 


North 


= special 


West 


= special 


New York 


= proper, 


The 


= first of, 


North 


= special 


South 


= special 


I 


= special 


Lord's 


= special 


He 


= special 


We 


= first of. 


Charles 


= proper. 


Fifth's 


= title. 


Oh 


= first of. 


He 


= special 


One 


= special 


Brother 


= term, 


Grays 


= proper. 


Father 


= special 


Matthew 


= proper. 


Englished 


= proper. 


American 


= proper. 


Eternal 


= special 


Justice 


= special 


Brother 


= term. 


Albert 


= proper. 


Governor 


= title. 


Sherman 


= proper. 


Son 


= special 


Man 


= special 


Lord 


= special 


Sabbath 


= special 



Sabbath 

Wednesday- 
July 
New England 



= special 

= special 
= special 
proper, 



-Capital Letters by the Work-Tree. 

noun, verb, or adjective, ^1. 
word, four points, direction (s), 14. 
word, four points, direction (s), 14. 

noun, verb, or adjective, 1. 

sentence, 17. 
word, four points, section, 9. 
word, four points, section, 9. 
word, I and O, 6. 
word, put for God or Christ, 7 
word, pronoun of Deity, with antecedent (s) 16. 

direct quotation or well-known saying, 18. 

noun, verb, or adjective, 1. 

epithet added, 24. 

sentence, 17. 
word, pronoun of Deity, with no antecedent, 13. 
word, put for God or Christ, 7. 

noun prefixed as part of name, 22. 

noun, verb, or adjective, 1. 
word, Bible "Father" (c), but "oh" and "sab- 
bath" (s), 10, 15. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 
word, put for God or Christ, 7. 
word, put for God or Christ, 7. 

noun prefixed as not part of name (s), 25= 

noun, verb, or adjective, 1. 

noun prefixed as part of name, 22, 

noun, verb, or adjective, 1. 
word, name-part separated by " of," 8. 
word, name-part separated by " of," 8. 
word, put for God or Christ, 7. 
word, Bible "Father "(c), but "oh" and "sab- 
bath" (s), 10, 15. 
word, Bible "Father" (c), but "oh "and "sab- 
bath" (s), 10, 15 
word, seven days and twelve months, 11. 
word, seven days and twelve months, 11. 

two adjectives, two nouns, or one of each, 3. 



^ The Arabic numbers refer to the rules for the use of capital letters, Appendix 
G, page 239. The learner should write entirely out the branch-top ends, since only 
by doing so -will he acquire an organized knowledge of the capital-letter system, and 
reach a practical mastery over this sort of language problems. 



230 



THE SYSTEM METHOD. 



Prog. XXIX.— 



Leo 


= proper, 


Nepos 


= proper. 


East 


= special 


Babylon 


= proper. 


Cyrus 


= proper, 


Persia 


= proper. 


Prince 


= title, 


Albert 


= proper, 


Sahara 


= proper. 


Great 


=: proper, 


Desert 


= proper. 


North 


= special 


Central 


= proper, 


Africa 


= proper, 


Aryan 


= special 


Semitic 


= special 


Hamitic 


= special 


High 


= special 


Court 


= special 


Parliament 


= special 


Uncle 


= term, 


Nathan 


= proper. 


Fifteenth 


= special 


Amendment 


= special 


United 


= proper, 


States 


= proper. 


Washington 


= proper. 


Federalist 


= special 


Universal 


= special 


Being 


= special 


English 


= proper, 


Shakspearized= proper, 


Blue 


:= special 


Ribbon 


= special 


Movement 


= special 


Esquimaux 


= special 


North 


= special 


Most 


= special 


High 


= special 


Son 


= special 


Man 


= special 



Capital Letters by the Work-Tree. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 
vyord, four points, section, 9. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 

noun prefixed as part of name, 22. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 

tw^o adjectives, two nouns, or one of each, 3. 

tvfo adjectives, two nouns, or one of each, 3. 
word, four points, direction (s), 14. 

two adjectives, two nouns, or one of each, 3 

two adjectives, two nouns, or one of each, 3, 
word, nations, tribes, sects, organizations, 13. 
word, nations, tribes, sects, organizations, 13. 
word, nations, tribes, sects, organizations, 18. 
word, nations, tribes, sects, organizations, 13. 
word, nations, tribes, sects, organizations, 13. 
word, nations, tribes, sects, organizations, 13. 

noun prefixed as part of name, 23. 

noun, verb, or adjective, 1. 
word, nations, tribes, etc., national enactments, 13. 
word, nations, tribes, etc., national enactments, 13. 

two adjectives, two nouns, or one of each, 3. 

two adjectives, two nouns, or one of each, 3, 

noun, verb, or adjective, 1. 
word, nations, sects, organizations, etc., 13. 
word, put for God or Christ, 7. 
word, put for God or Christ, 7. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 
word, nations, tribes, sects, organizations, 13. 
word, nations, tribes, sects, organizations, 13. 
word, nations, tribes, sects, organizations, 13. 
word, nations, tribes, sects, organizations, 18. 
word, four points, direction (s), 10, 15. 
word, put for God or Christ, 7. 
word, put for God or Christ, 7. 
word, name-parts separated by "of," 8. 
word, name-parts separated by "of," 8. 



SYSTEM ORTHOOBAPHY—GRADE A. 



231 



Prog. XXX. 


White 


= proper. 


Mountains 


= proper. 


New 


= proper. 


Hampsliire 


= proper, 


How 


= first of. 


Death 


= proper. 


Death 


= first of, 


Brother 


= term. 


Sleep 


= proper. 


Alexander 


= proper. 


Great 


= title. 


Macedonia 


= proper. 


Henry 


= proper. 


Fourth 


= title. 


Alps 


= proper. 


January- 


= special ' 


Providence 


= special 


Sabbath 


= special ■ 




(s), 


Charles 


= proper. 


Bold 


= title. 


Burgundy 


= proper. 


Nancy 


= proper. 


Heaven 


= special 


Brother 


= term, 


Timothy 


= proper. 


Madam 


= title. 


De Stael 


— proper, 


Night 


= proper. 


Chaos 


= proper. 


New York 


= proper. 


East 


= special 


India 


= special 


Company 


= special 


Father 


= special 


Waters 


= special 


Lake 


= term. 


Itasca 


= proper. 


The 


= first of. 


Use 


= proper. 


And 


= first of, 


Health 


= proper. 



—Capital Letters by the Work-Tree. 

two adjectives, two nouns, or one of each, 3. 

two adjectives, two nouns, or one of each, 3. 

two adjectives, two nouns, or one of each, 3. 

two adjectives, two nouns, or one of each, 3. 

printed line of poetry; 20. 

by personification, 2. 

printed line of poetry (or 2), 20. 

noun prefixed as not part of name (s), 25. 

by personification, 2. 

noun, verb, or adjective, 1. 

epithet added, 24. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 

epithet added, 24. 

noun, verb, or adjective, 1. 
word, seven days and twelve months, 11. 
word, put for God or Christ, 7- 

word, Bible " Father" (c), but "oh" and " sabbath" 
, 10, 15. 

noun, verb, or adjective, 1. 

epithet added, 24. 

noun, verb, or adjective, 1. 

noun, verb, or adjective, 1. 
word, put for God or Christ, 7. 

noun prefixed as part of name, 22. 

noun, verb, or adjective, 1. 

noun prefixed as part of name, 22. 

noun, verb, or adjective, 1. 

by personification, 2. 

by personification, 2. 

noun, verb, or adjective, 1. 
word, nations, tribes, organizations, etc., 13. 
word, nations, tribes, organizations, etc., 13. 
word, nations, tribes, organizations, etc., 13. 
word, name-parts separated by " of," 8. 
word, name-parts separated by "of," 8. 

noun prefixed as part of name, 22. 

noun, verb, or adjective, 1. 

printed line of poetry, 20. 

by personification, 2. 

printed line of poetry, 20. 

by personification, 2. 



232 



TEE SYSTEM METEOD. 



Prog. XXXI. — Final Letters and the Hyphen by the 
Work-Tree. 

Pre-occupy = hyphen, separates prefix, vowel from vowel, 16. 

Co-action = hyj^hen, separates prefix, vowel from vowel, 16; 

Navigation = final, vowel dropped, hut e before vowel suflBx, 5. 

Mindanaos = final, plu. sign, s only to nouns coalescing with s, 10. 

Pursuing^ = final, vowel dropped, hut e hefore vowel suffix, 5. 

Definition^ = final, vowel dropped, hut e hefore vowel suffix, 5. 

Digging = final, con. douhled hetween sing, v' and vowel suffix, 3. 

Co-eval = hyphen, separates prefix, vowel from vowel, 16, 

Peleus's = final, poss. sign, 's added to each part, in sep. poss., 13 a. 

Women's = final, poss. sign, 's added to each part, in sep. poss., 13, c. 

Turkeys* = final, vowel changed, y to i, not after a vowel, 8. 
Congratulatory= final, vowel dropped, hut e hefore vowel suffix, 5. 

Ingathering = hyphen, separates prefix, sometimes re hut not others, 17. 

Mohhed = final, con. doubled, between sing, v' and vowel suffix, 2. 

Look-out = hyphen, unites words contrasted in accent, etc., 15. 

Manned = final, cons, doubled, between sing, v' and vowel suffix, 2. 

Hooted = final, cons, doubled, none after digraph or diphthong, 4. 

Ox-cart = hyphen, unites words contrasted in accent, etc., 15. 

Mottoes = final, plu. sign, es to nouns in o after a consonant, 11. 

Druggist = final, cons, doubled, between sing, v' and vowel suffix, 2. 

Earthiness = final, vowel changed, y to i, but before others, 7. 

Hardihood = final, vowel changed, y to i, but before others, 7. 

Boy-king = hyphen, unites words contrasted in accent, etc., 15. 

Elizabeth's = final, poss. sign, 's added to each part in separate poss., 13 a. 

Player = final, vowel changed, y to i, not after a vowel, 8. 

Embargoes = final, plu. sign, es to nouns in o after a consonant, 11. 

Fogginess = final, vowel changed, y to i, hut before others, 7. 

Start-up = hyphen, unites words contrasted in accent, etc., 15. 

Obligatory = final, vowel dropped, but e before vowel suffix, 5. 

Pre-establish = hyphen, separates prefix, vowel from vowel, 16. 

Send-off = hyphen, unites words contrasted in accent, etc., 15. 

Tributary = final, vowel dropped, but e before vowel suffix, 5. 

Uruguays = final, vowel changed, y to i, not after a vowel, 8. 

Son-in-law = hyphen, unites words contrasted in accent, etc., 15. 

Waterloos = final, plu. sign, s only to nouns in o after a vowel, 10. 

Designative := final, vowel dropped, but e before vowel suffix, 5. 

Miss Days = final, vowel changed, y to i, not after a vowel, 8. 

Victoria's = poss. sign, 's added to each part in separate poss., 15 a. 

' The terminal e in pursue is not to be regarded as silent. 

2 Definition = define -|- ite -\- ion. See Appendix F to " The System Method," 
No. 18. 

^ There are involved in turkeys two rules, one for the plural signs, the other for 
the change of the vowel y. In such cases, the student may pass by the less important. 



SYSTEM ORTHOOBAPHT—OBADE A. 



233 



Prog. XXXII.— Final Letters and the Hyphen (Continued). 

final, vowel changed, y to i, not before i, 7. 
final, vowel changed, y to i, but before others, 7. 
hyphen, separates prefix, vowel from vowel, 16. 
final, vowel dropped, but e before vowel suffix, 5. 
final, poss. sign, (') only added to plurals ending in s, 14 b. 
hyphen, separates prefix, sometimes re but not others, 17. 
final, vowel dropped, but e before a vowel suffix, 5. 
final, vowel changed, y to 1, not after a vowel, 8. 
final, vowel dropped, but e before vowel suffix, 5. 
final, vowel changed, y to i, but before others, 7. 
final, vowel dropped, but e before vowel suffix, 5. 
hyphen, unites words contrasted in accent, etc., 15. 
hyphen, unites words contrasted in accent, etc., 15. 
final, 's added to each part in separate possessives, 13 a. 
final, 's added to each part in separate possessives, 13 a. 
hyphen, unites words contrasted in accent, etc., 15. 
hyphen, unites words contrasted in accent, etc., 15. 
final, cons, doubled, between single v' and vowel suffix, 3. 
final, vowel dropped, but e before a vowel suffix, 5. 
final, vowel dropped, not e in ce or ge before a or o, ex. to 5. 
hyphen, separates prefix, vowel from vowel, 16. 
final, vowel dropped, but e before a vowel suffix, 5. 
final, poss. sign, (') only added to abstracts having no 

plural, 14 a. 
final, vowel dropped, not e in ce or ge before a or o, ex. to 5. 
final, vowel changed, y to i, but before others, 7. 
final, vowel changed, y to i, but before others, 7. 
final, vowel changed, y to i, not after a vowel, 8. 
final, cons, doubled, none after an unaccented vowel, 4. 
hyphen, unites words contrasted in accent, etc., 15. 
final, consonant doubled, none after a consonant, 4. 
final, vowel dropped, but e before vowel suffix, 5. 
final, vowel dropped, but e before vowel suffix, 5. 
final, cons, doubled, none after an unaccented vowel, 4. 
hyphen, unites words contrasted in accent, etc., 15. 
final, vowel changed, y to i, not after a vowel, 8. 
final, vowel dropped, but e before a vowel suffix, 5. 
hyphen, separates prefix, sometimes re but not others, 17. 
final, cons, doubled, none after an unaccented vowel, 4. 
final, cons, doubled, none after an unaccented vowel, 4. 
final, vowel dropped, but e before a vowel suffix, 5 



Trying = 

Jellies = 

Co-operation = 
Demonstrative = 

Angels' = 

Ke-collect = 

Opposition = 

Delays = 

Devotion = 
Accompaniment = 

Financier = 

Well-to-do = 

To-day = 

Henkle's = 

Lazarus's = 

Puppet-prince = 

Man-loving = 

Demurring = 

Plumage = 

Mortgageor = 

Pre-exist = 

Gluing = 
Righteousness' = 

Noticeable = 

Driest = 

Scantiness = 

Chaunceys = 

Legalize = 

Ten-foot = 

Expected = 

Moderator = 

Revision = 
Modeled 
Heart-broken 
Played 
Catalogued 
Re-absorb 
Tranquilize 
Worshiped 
Providence 



234 



THE SYSTEM METHOD. 



Prog. XXXIII: /. Composit'n. 2 .Derivat'n. 3. Origin of Root 4. Affix. 





a. Simple. 

b. Compound 


a. Primitive. 
. b. Derivative. 


a. Greek. 

b. Latin. 

c. Anglo-Saxon. 


a. Greek. 

b. Latin. 

c. Anglo-Saxon. 


A-|-shore 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


For+give 


= simple, 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Drunk+ard 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Dis-|-join 


= simple, 


derivative. 


Latin, 


Latin. 


Wiz-j-ard 


= simple. 


primitive. 


Anglo-Saxon, 


Anglo-Saxon. 


Be+dew 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Dis+please 


= simple. 


derivative. 


Latin, 


Latin. 


Black-|-eii 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


En-|-trap 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Be+Mend 


= simple, 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Teach.-|-able 


= simple, 


derivative. 


Anglo-Saxon, 


Latin. 


Un-j-school+ed 


= simple. 


derivative. 


Greek, 


Anglo-Saxon. 


Re+new+al 


= simple. 


derivative. 


Anglo-Saxon, 


Latin. 


Health+ful 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


TJn+tauglit 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


King+dom 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Beginn+eri 


= simple, 


derivative, 


Anglo-Saxon, 


Anglo-Saxon. 


Pay-fment 


= simple, 


derivative, 


Latin, 


Latin. 


Fore+tell 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Di-|-rect-)-or 


= simple. 


derivative. 


Latin, 


Latin. 


Pre+ judge 


= simple. 


derivative. 


Latin, 


Latin. 


E-|-ducH-at-)-ion 


= simple. 


derivative, 


Latin, 


Latin. 


Blu+ish 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Name+less 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Mis-]-take 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Re+plant 


= simple. 


derivative, 


Anglo-Saxon, 


Latin. 


Sun-|-day 


= compound, 


, primitive. 


Anglo-Saxon. 




Care+ful 


= simple. 


derivative. 


Anglo-Saxon, 


.Anglo-Saxon. 


Con-|-cur 


= simple. 


primitive. 


Latin, 


Latin. 


Pre+vent+ive 


= simple, 


derivative. 


Latin, 


Latin. 


Super-|-natur-t-al = simple, 


derivative. 


Latin, 


Latin. 


Intro-)-duce 


= simple, 


primitive. 


Latin, 


Latin. 


Eagl+et 


= simple. 


derivative. 


Latin, 


Latin. 


Clos+et 


= simple, 


derivative. 


Latin, 


Latin. 


Man+ly 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Dark-f-some 


= simple, 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Blood+y 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Wild-|-er-|-ness 


= simple. 


derivative, 


Anglo-Saxon, 


Anglo-Saxon. 


Op+press-f-ive 


= simple, 


derivative. 


Latin, 


Latin. 



^ The n of begin is doubled in accordance with Rule II. for spelling. 



SYSTEM ORTHOOBAPHY— GRADE A. 



235 



Prog. XXXIY: /. ComposH'n. 2. Derivat'n. 3. Origin of Root 4. Affix. 





a. Simple. 

b. Compound 


a. Primitive. 
.. b. Derivative. 


a. Greek. 

b. Latin. 

c. Anglo-Saxon. 


a. Greek. 

b. Latin. 

c. Anglo-Saxon. 


Se+greg+ate 


= simple, 


primitive. 


Latin, 


Latin. 


Para+clox 


= simple. 


primitive. 


Greek, ■ 


Greek. 


Con-|-flu+ence 


= simple. 


derivative. 


Latin, 


Latin. 


Ir-l-re+sol-|-ute 


= simple. 


derivative. 


Latin, 


Latin. 


Sapon-face+ous 


= simple. 


primitive. 


Latin, 


Latin. 


Sub+merge 


= simple. 


derivative. 


Latin, 


Latin. 


Suf+fer 


= simple. 


primitive. 


Latin, 


Latin. 


Peri+osteum 


= simple. 


primitive, 


Greek, 


Greek. 


Savag+er+y 


= simple. 


derivative. 


Latin, 


Latin. 


Per-|-cent+age 


= simple. 


derivative. 


Latin, 


Latin. 


Supra-}- orbit-|- al 


= simple. 


derivative, 


Latin, 


Latin. 


Syn+cliron-l-ous 


. = simple. 


primitive. 


Greek, 


Greek. 


Pro+gram 


= simple, 


derivative. 


Greek, 


Greek. 


Sy+stem 


= simple. 


primitive. 


Greek, 


Greek. 


Sym+path-l-y 


= simple. 


primitive, 


Greek, 


Greek. 


As-j-sist+ant 


= simple. 


derivative, 


Latin, 


Latin. 


Thef+t 


= simple. 


primitive, 


Anglo-Saxon, 


Anglo-Saxon. 


Tra-j-verse 


= simple. 


primitive. 


Latin, 


Latin. 


Dee+d 


= simple. 


primitive, 


Anglo-Saxon, 


Anglo-Saxon. 


Ad+versa-j-ry 


= simple. 


derivative, 


Latin, 


Latin. 


Ac-|-cesso-|-ry 


= simple. 


derivative. 


Latin, 


Latin. 


Pay+ed 


= simple. 


derivative. 


Latin, 


Latin. 


Hear+d 


= simple. 


primitive. 


Anglo-Saxon, 


Anglo-Saxon. 


Ab-j-ject 


= simple. 


primitive. 


Latin, 


Latin. 


Stai+di 


= simple. 


derivative. 


Latin, 


Anglo-Saxon. 


Thrif+t 


= simple. 


primitive. 


Anglo-Saxon, 


Anglo-Saxon. 


Ap-f-plaud 


= simple. 


primitive. 


Latin, 


Latin. 


Gold+en 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon, 


Leatber+n 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Heav-|-en 


= simple. 


primitive. 


Anglo-Saxon, 


Anglo-Saxon. 


Am-|-put-|-ate 


= simple. 


primitive. 


Latin, 


Latin. 


Cbatt+er 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon. 


Mole+cule 


= simple. 


derivative. 


Latin, 


Latin. 


Mo+st 


= simple. 


primitive. 


Anglo-Saxon, 


Anglo-Saxon, 


Man-j-bood 


= simple. 


derivative. 


Anglo-Saxon, 


Anglo-Saxon, 


Bi+ped 


= simple. 


primitive. 


Latin, 


Latin. 


Bis-f-cuit 


= simple, 


primitive, 


Latin, 


Latin. 


Kern-|-el 


= simple. 


primitive. 


Anglo-Saxon, 


Anglo-Saxon. 


Bow-|-el 


= simple. 


j)rimitive. 


Latin, 


Latin. 


Circum-|-vent, 


= simple. 


primitive. 


Latin, 


Latin. 


J The y of stay 


is changed to i 


contrary to Rule VIII. for spelling. 



Appendix D— Number, Geijder, aijd Case. 

(a.) Nature of Graiimatical Number. 

1. Singular Number. — That which represents the object, part, or action 
named as not repeated; as, man, bellow, chair, checker, class, company, 
water, Milton, half, third, grief, people, heathen, seven, couple. 

2. Plural Number. — That which represents the object, part, or action 
named as repeated; as, men, bellows, chairs, checkers, classes, companies, 
waters, Miltons, halves, thirds, griefs, peoples, heathens, sevens, couples. 

3. Origin of Name, (a.) In Wholes: Names originating in wholes are 
now singular, now plural; as, boy, boys; belief, beliefs; woe, woes; spoon- 
ful, spoonfuls; hundred, hundreds; s, s's; getter-up, getters-up; army, 
armies; Kickapoo, Kickapoos; orgy, orgies. Lungs and bowels excepted, 
names originating in part or action are usually plural. The following 
names originated in part and action respectively: (b.) In i^art : Tongs, 
shears, scissors, pincers, tweezers, nippers, snuffers, trousers, pantaloons, 
drawers, duds, billiards, clothes, eaves, environs, withers, nuptials, news, 
annals, means, entrails, intestines, vitals, mathematics, ethics, pneumatics, 
magnetics, movables, goods, rickets, assets, nones, species, victuals, odds, 
riches, oats, embers, measles, ashes, suds, (c.) In action : Thanks, bellows, 
skimmings, goings, happenings, sweepings, trappings, tidings, doings, cal- 
ends, amends, blessings, searchings, earnings, feelings, proceeds, mumps, 
warblings, surgings, wages, (d.) In substance: Names of substance exhib- 
ited more than once are, of course, plural. Observe that the plural number 
indicates repetition, of whole or substance, part or particle, or action. 
Singulars of substance : gold, tea, coffee, snow, furniture, molasses, etc. 
Plurals of substance: golds, teas, coffees, snows, molasses, etc. (See "The 
System Method," No. 6, Dem. I., Obs. b, c, d.) 

(b.) How THE Singular and Plural are Distinguished, 

1. By the regular s, es, or 's: valley-s, hoe-s, Guyot-s, Hadley-s, going-s, 
box-es, class-es, Mari-es, Mrs. Welbi-es, echo-es, Moses-es, 7's, lO's, t's, 
p's, etc. 

2. By an irregular or changed voicel: man, men ; foot, feet ; goose, 
geese; louse, lice; mouse, mice; woman, women. Children and oxen are 
distinguished from their singulars by an added -en. 

3. By arbitrary words : I, we; thou, you; he, they; she, they; it, 
they. 

4. By twin-like words: sheep, sheep; deer, deer; who, who; which, 
which; what, what; that, that; as, as. 

[236] 



SYSTEM OBTHOGBAPHT—OBADE A. 237 

(c.) How THE Masculine and Feminine aee Distinguished. 

1. By suffixes: God, goddess; actor, actress; duke, duchess; heir, heir- 
ess; lion, lioness; testator, testatrix; hero, heroine; bride, bridegroom. 

2. By prefixes: Male, female; he-goat, she-goat; man-servaut, maid- 
servant. 

3. By arbitrary words: Brother, sister; nephew, niece; sir, madam; 
wizard, witch; he, she. 

(d.) Case. — The case-forms of any noun or pronoun may be made up 
from the following table: — 

Singular: — 
Nominative, I he who it child girl lady Mary James 
Possessive, my his whose its child's girl's lady's Mary's Jameses 
Objective, me him whom it child girl lady Mary James 

Plural: — 
Nominative, we they who they children girls ladies Maries Jameses 
Possessive, our their whose their children's girls' ladies' Maries' Jameses' 
Objective, us them whom them children girls ladies Maries Jameses 

Appendix E— Rules for Syllabication. 

1. Bule I. — A vocal long usually has its vowel final ;i as, ty-ro, si-lence, 
Ma-ry, ba-con, po-et, sa-cred, be-ing, na-tion, ta-ble, li-on, tri-umph, la-i-ty, 
le-ver, e-vil, ab-do-men, bron-chi-tis, bi-as. 

2. Bule II. — A vocal short usually has its vowel intermediate,'^ a, i, and 
y excepted; as, tal-ent, mel-6n, spir-it, cyn-ic, iip-on, ex-ist, beck-on, 
a-mend-ment, ac-id, doc-ile, dig-it, spe-cif-ic, reg-is-ter, ap-a-thy, me-di-um, 
la-i-ty, cru-el-ty, coiis-in, dev-il. 

3. Bule III. — But, if Rules I. and II. disguise a root, remove^ the con- 
sonant to the preceding vowel; as, tak-ing, divid-ing, rather than ta-king 
and di-vi-ding. So spok-en, clasp-ing, ask-ing, delud-ing, trans-port, load-ed, 
print-ing, presum-ed, dis-arm. 

4. Bule IV. — If neither Rule I., II., nor III. is violated thereby, join 
the consonant or consonants to the folloioing vowel; as, de-stroy, dis-tress, 
geo-graph-ic, lu-cre, sti-fle, min-strel, er-ror, lit-tle, ap-ple. 

1 Final., as here used, means the last letter in the syllable, not necessarily the 
last letter in the word. 

^ Intermediate.^ as here used, means simply »ioi j??iaZ in the syllable. 

^ Let it be remembered always that the vowel., not a consonant, Is the body or 
base of the syllable, the consonants being mere additions to, or joints between, the 
vowels ; so that we speak, not of moving the vowels to the consonants, but of moving 
the consonants to the vowel, as ha&e of the syllable. 



Appendix F- Rules for Pronunciation. 

(a.) Final Vowels = those last in the syllable. 

1. Rule I. — A single vowel final and accented=the vocal long; as, Da- 
vid, a-sy-lum, au-ro-ra, ab-do-men, bi-tu-men, bron-chi-tis, bu-reau, so-fa, 
pri-ma-ry, o-men, hy-phen, ta-ble, stro-iDhe, ty-ro, sa-cred, be-ing, na-tion. 

3. Bule II. — A single vowel final before a vowel = the vocal long; as, 
cha-ot-ic, a-or-ta, beati-te-ous, pre-occupy, re-ech-o, co-op-er-ate, la-i-ty, 
re-al, ster-e-o-tyj)e, vi-al, po-et, vac-u-um, ge-ol-ogy, co-a-lesce, crti-el-ty, 
bi-as, in-cho-ate. 

3. Bule III — A, final, unaccented, and not before a vowel=:a; as, a- 
gain, a-new, or-na-ment, pal-a-ta-ble, pri-ma-ry, so-fa, In-di-a. 

4. Rule IV. — E, o, and u, final and unaccented=e, o, and u; as, ech-o, 
ac-cu-rate, par-tic-u-lar, e-vent, be-gone, blas-phe-my, the-o-ry, no-to-ri-e-ty, 
de-stroy, ty-ro, or-tho-dox-y, in-cho-ate, ac-ces-so-ry. 

5. Bule V. — I and y, final and unaccented^! and y; as, di-vide, the- 
o-ry, phi-los-o-phy, fi-nance, in-ti-mate, det-ri-ment, a-crid-i-ty. 

6. Rule VI. — A, under secondary accent in -ary=e; as, sec-ond-ary= 
ery; dic-tion-ary=ery; ad-vers-ary=ery. 

(b.) Intermediate VowELS=those followed by one or more conso- 
nants in same syllable. 

7. Rule VII. — A single vowel intermediate and accented=the vocal 
short; as, pam-phlet, det-ri-ment, min-strel, ac-rid, ab-dom-i-nal, ac-ces- 
so-ry, al-16p-a-thy, an-nun-ci-ate, an-tip-o-des, ap-pren-tice. 

8. Rule VIII. — A, intermediate with f, n, or s=a; as, draft, staff, 
waft, ant, answer, blanch, brass, grasp, vast, task, branch, slant, grass, 
class, entrance, fast, cast, mischance, France. 

9. Rule IX. — E, intermediate with l=e; as, lev-el, can-eel, grav-el, 
flan-nel, ves-sel, coun-seL 

Exceptions : be-tel, chat-tel, driv-el, eas-el, grov-d, ha-zd, na-vd, 
rav-d, shek-d, shov-d, mus-sd, shriv-d, sniv-d, swin-gd, swiv-d, tea-sd, 
wea-sd. 

10. Rule X. — E, intermediate with n, and preceded by 1, m, n, or r=e; 
as, wom-en, wool-en, o-men, Hel-en, lin-en, Al-len. 

11. Rule XI. — E, intermediate with n and not preceded by 1, m, n, or 
r=e silent; as, heav-en, tak-en, oft-en, giv-en, eat-en, gar-den, gold-en, 
got-ten. 

Exceptions : as-pen, chick-en, glu-ten, hy-phen, kitch-en, lich-en, 
lin-den, mar-ten, mit-ten, pat-ten, row-en, sud-den, yew-en. 
[238J 



SYSTEM OBTHOQRAPHY—OBADE A. 239 

13. Rule XII. — I, intermediate with 1 or n=i; as, Lat-in, satin, coun- 
cil, per-il, cof-fin. 

Exceptions: dev-zl, e-vzl, wee-v^l, ba-sm, cous-m, rai-s^n. 

13. Rule XIII. — O, unaccented and before a terminal consonant=u; 
as, cus-tom=tum; meth-od=:ud; ran-cor:=cur; ran-som=:sum; pig-eon=: 
un; piv-ot=Tit. 

14. Rule XIV. — O, intermediate with n and preceded by a sound k, s, 
or t=o silent; as, ba-con, beck-on, cot-ton, les-son, etc. 

15. Rule XV. — U, intermediate with a sound r, sh, or zh=oo; as, rule, 
sure, meas-ure, az-ure. 

(c.) Special Syllables. 

16. Rule XVI. — A terminal syllable sounded sh-n=shiin ; as, o-cean= 
o-shun; nation=na-shun. 

17. Rule XVII. — -Dis^^dig in ten words only: dis-arm, dis-aster, dis- 
cern, disdain, dis-ease, dis-honesr, dis-honor, dis-mal, dis-own, dis-solve. 

18. Rule XVIII. — Ths=th§ in eight words only: baths, paths, laths, 
clothes, oaths, moths, wreaths, mouths. 



Appendix G— Rules for The Use of Capitals. 

(a.) Of Proper Terms, Capital Initials Begin, — 

1. Rtile I. — Pro]3er nouns, adjectives, and verbs. 

a. David fought with Qoliatli, the giant of Gatli. 

b. The passage was Englished by an American teacher. 

c. The planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, 
Uranus, and Neptune. 

2. Rule II. — Nouns proper by jjersonification. 

a. Upon this. Fancy began to bestir herself. 

b. The richest of all lords is Use, 
And ruddy Health the loftiest muse. 

3. Rule III. — Two adjectives, two nouns, or one adjective and one 
noun, together forming a proper name. 

a. The Michigan Central is a prosperous road. 

b. We stayed on Martha's Vineyard. 

c. The Wliite Mountains are in New Hampshire. 

d. The River St. Lawrence Is two thousand miles long. 

e. The people of South America are largely Roman Catholics. 



24:0 THE SYSTEM METHOD. 

(b.) Of Chief Words, Capitals Begin, — 

4. Rule TV. — The chief words in advertisements, synopses, etc. 

a. A Complete Graded Arithmetic, Oral and Written, on the Inductive 
Method of Instruction. For Schools and Colleges. 

b. Specimen Copies sent to Teachers and School Officers free. 

5. Rule V. — The chief words in book titles, periodicals, ordinances, 
Bacred writings, etc. 

a. "Cray's Elegy in a Country Church-yard" is not excelled in 
English. 

b. The Students Work-Booh of System Orthography, for the use of 
Public Schools, Normal Schools, Teachers' Institutes, and Colleges. 

c. The New-England Journal of Education is conducted by Thos. M. 
Bicknell. 

d. The Two Witnesses are the Old and Neto Testaments. 

(c.) Of Special Words, Capitals Begin, — 

6. Rule ri.—l and O. 

a. J am, and by me, child, thy body grows. 

b. With three steps / compass thy grave, thou who wast sd great 
before! 

7. Rule VII. — All terms put for the true God or the true Christ. 

a. Of a truth it is that your God is a God of gods. 

b. He hoped to absorb himself in the One — the Infinite. 

c. I will show thee the bride, the Lamb's wife. 

d. Such place Eternal Justice had prepared. 

8. Rule VIII. — Each of two nouns sej)arated by "of," and together 
forming one name. 

a. The Isthmus of Panama is wider than the Strait of Gibraltar^ 

b. His name was called the Word of Life. 

c. Next to the Most High is the Son of Man. 

d. The territory was granted to the Duke of York. 

e. The Greeks used the Era of the Olympiads; the Babylonians, the 
Era of Nahonassar . The Romans reckoned from. fiiQ Foundation of Rome. 

9. Rule IX. — The words "north," "south," "east," and "west," when 
referring to territorial sections. 

a. The religion of the East and the philosophy of the West met. 

b. The North gave freedom to the slaves of the South. 

10. Rule X. — The word "father," when it refers to saint or sage. 

a. The early Fathers were divided in opinion. 

b. The Fathers are not authority for scriptural doctrine^ 

11. Rule XI. — The names of the seven days and the twelve months. 

a. Returning in the spring, he died on Thursday, the 13th ol April. 

b. On Thursday, the 22d of June, he signed his second abdication. 



SYSTEM OBTHOGBAPHY— GRADE A. 241 

12. Bule XII. — Every pronoun referring to God or Christ but having 
no antecedent expressed in the same sentence. 

a. Oh! show me where is He, the high and holy One. 

b. Our doings are not unknown to Him. 

13. Bule XIII. — Names of nations, tribes, races, sects, organized 
bodies, great eras, specific institutions, and national enactments. 

a. The English, hate the French as frivolous. 

b. The MoJiegans were an Algonquin tribe. 

c. The three historic races are the Aryan, the Semitic, and the 
Hamitic. 

d. The Baptists joined the Methodists. 

e. New York was settled by the East India Company. 

f. How proud is America of Washington and the Bevolution ! 

g. The Beformation began in 1517. 

h. The Fifteenth Amendment was adopted in 1870. 

(d.) Of Special "Words, Small Letters Begin, — 

14. Bide XIV. — The words "north," "south," "east," and "west," 
when referring to direction merely. 

a. Chicago is icest of New York and east of Omaha. 

15. Bule XV. — The words "oh" and "sabbath." 

a. They upbraided Jesus for plucking corn on the sahhath. 

b. What is a sabbath-day's journey? 

16. Bxile XVI. — Every pronoun referring to God or Christ but having 
an antecedent expressed in the same sentence. 

a. I am the Lord's, and he is mine. 

b. Sing unto the Lord, sing praises to his name. 

(e.) Of First Words, Capitals Begin.— 

17. Bule XVII. — The first of every distinct sentence. 

a. One of the evangelists says, "Jesus wept." 

b. The problems of human life are, TF/jere are we? and Where axe 
we going? 

18. Bule XVIII. — The first of every direct quotation or well-known 
saying. 

a. The words of Emerson are, " The man may teach by doing, and 
not otherwise." 

b. The substance of the essay was, We learn through doing. 

19. Bule XIX. — The first of every social resolution or political enact- 
ment. 

a. Resolved, That the mind is a real substance. 

b. Be it enacted. That all cattle found running loose, etc. 

20. Bule XX— The first of every line of poetry. 

16 



242 THE SYSTEM METHOD. 

a. Sweet day, so calm, so cool, so bright, 

b. The bridal of the earth and sky, 

c. The dews shall weej) thy fall to-night, 

d. For thou must die. 

21. Rule XXI. — The first of every separate section or paragraph. 

a. The 's is added, — 

(1.) To singulars having the same form for the plural. 
(3.) To the last part of proper names. 

b. The apostrophe (') only is added, — 

(1.) To abstract nouns that never take the plural. 
(2.) To plurals ending in s. 

(f.) Of Titles, Capitals Begin, — 

22. Bule XXII. — Every title, or other term, which is a noun prefixed 
as part of the name. 

a. In Senator Blaine's book the author eulogizes the character of 
General Grant. 

b. The prophecy of Mother Shipton has failed. 

c. Colonel Robert E. Lee was a great soldier. 

d. "We were visiting at Brother Gray's. 

23. Rule XXIII. — Every official title occurring in a formal society 
report. 

a. After the constitution was read, the following officers were 
elected: President, Martin Henry; Secretary, Oliver Tennis; Treasurer, 
William Dennison. 

b. The officers of this society shall be a President, a Secretary, a. 
Treasurer, and a Sergeant-at-Arms. 

24. Rule XXIV. — An epithet added to confer distinction. 

a. Alexander the Great was king of Macedonia. 

b. And had James the Second no private virtues? 

25. Rule XXV. — The titles (or terms) brother, mother, aunt, president, 
governor, king, queen, when not prefixed as part of the name, are begun. 
by small letters. 

a. The queen Cleopatra quickly fascinated Antony. 

b. Babylon was reduced by Cyrus, king of Persia. 

c. He resigned the East to his brother Valens. 

d. The senate sent a deputation to the Eastern em'peror Zeno. 

e. The consul Nero was busy watching Hannibal. 



^^l^^^J^ 



j^ppendix H— Nomenclature of Orthography. 



1. Organs of speech. — Those parts of the human system used in 
speaking. 2. Articulatort organs. — Those organs of speech used in 
joining the sounds used in speaking. They are the lips (labia), the teeth 
(dentes), hard palate (palatum), soft palate (uvula), nasal cavities, and the 
larynx. 3. Vocal chords. — Two chords extending across the larynx. 
They are flanked by thin half -moon-shaped membranes, and by their vibra- 
tion produce the voiced sounds. 4. Voice, or voiced sounds. — Any 
sound made by the vibration of the vocal chords; as, b and a in bat. 5. 
Whisper, or aspirate sound. — Any sound made without the vibration of 
the vocal chords; as, e and t in cat. 6. Vocal. — A voiced sound unob- 
structed by the articulatory organs; as, a and a in cat and cane. 7. Sub- 
vocal. — A voiced sound obstructed by the articulatory organs; as, b and g 
in beg. 8. Aspirate. — A whispered sound; as, e and t in cat. 9. Base. — 
The letter (or letters) of a syllable representing its vocal; as, e, a, and oi in 
met, cat, and boil. 10. Antecedent. — A letter preceding the base; as, m, 
c, and b in met, cat, and boil. 11. Consequent. — A letter following the 
base; as, t and 1 in cat and boil. 13. Abrupt, explodent, or mute. — A 
sound that explodes and cannot be continued; as, t and d in stand. 13. 
Continuant. — A sound that can be continued until the breath is exhausted; 
as, n and s in st&nd. 

14. Vowel. — A letter representing a vocal sound; as, e, i, and y in 
set, sit, and fly. 15. Consonant. — A letter representing a subvocal or an 
aspirate sound; as, s, t, f, and 1 in sit and fly. 16. Aphthong, or silent 
letter. — A letter having no sound, but used to determine the signification 
of a word. 17. Digraph. — The union of two letters to rejoresent one sim- 
ple sound, vocal, subvocal, or aspirate; as, oa, th, and ti in boat, thin, and 
nation. 18. Diphthong. — The union of two vowels to represent a com- 
pound vocal sound; as, oi and ow in boil and fowl. 19. Simple vocal. — A 
single or elementary vocal; as, i and li in pin and tub. 20. Compound vo- 
cal. — A combination of two elementary vocal sounds; as, oi, ou, i and u in 
boil, foul, pine, and tube. 21. Coalescent. — A sound that precedes and 
unites (coalesces) with a vocal; as, w, y, and h in wet, yet, and hot. 23. 
Trigraph. — The union of three letters to represent one sound; as, eau in 
beau. 23. Labial. — A sound molded or obstructed at the lips; as, b, p, o, 
and oo in bit, lip, note, and boot. 24. Dental. — A sound molded or ob- 
structed at the teeth; as, t, s, e, and a in sit and sedate. 25. Palatal. — A 
sound molded or obstructed at the hard palate; as, j, r, e, and a in jug, rut, 
set, and sat. 26. Guttural. — A sound molded or obstructed at the soft 
palate; as, g, k, ti, and a in get, keg, tub, and far. 

[243] 



244 TEE SYSTEM METHOD. 

27. Name. — That combination of letters, syllables, or words, by wMch 
an object is distinguished, or known ; as, John, boy, box, we, you. 38. 
Noun. — A name that has or may have an affix added ; as, John-s, boy-ish, 
un-box, fur-s. 29. Peonoun. — A name that has not and will not take an 
affix ; as, we, you, he, they, I. 30. Proper noun. — One that individual- 
izes its object ; as, John, Englishman, Greeks, Csesars, Plato, France. 31. 
Common noun. — One that classifies its object ; as, boy, subvocal, verb, 
house, animal, letters, words. 32. Gender. — A distinction of names, hav- 
ing reference to the properties of sex. 33. Masculine gender. — That 
which represents the object as exhibiting the properties of the male sex. 34. 
Feminine. — That which represents the object as exhibiting the properties 
of the female sex. 85. Neuter. — That which represents the object as ex- 
hibiting the properties of neither sex. 36. Common. — That v/hich repre- 
sents the object as having sex without distinguishing -ic/ia^ properties of sex 
it has. 37. Yerb. — A word that asserts the progress or completion of ac- 
tion. 38. Regular verb. — One that takes ed added to the simplest form. 
39. Irregular verb.— One that does not take ed added to its simplest 
form. 40. Principal parts. — Those most frequently used ; as, see, saw, 
seen ; talk, talked, talked. The three principal parts may always be found 

in the blanks, thus : I now, I yesterday, I have . 41. 

Complete verb. — One having three parts ; as, see, saw, seen. 42. De- 
fective VERB. — One having fewer than three parts ; as, will, would ; 
ought, ought. 43. Redundant verb. — One having more than three parts ; 
as, learn, learned or learnt, learned or learnt. 

44. Letter. — A character used in language to represent a sound, or to 
determine signification. 45. Word. — A sign expressing in letters or sounds 
an idea. 46. Simple word. — One containing a single separable word. 

47, Compound word. — One containing two or more simple words. 

48. Primitive word. — One not reducible to a simpler form in its 
native language. 49. Derivative word. — One reducible to a simpler 
form in its native language. 50. Root. — A word from which other words 
are formed. 51. Etymon. — The least number of letters that represent an 
idea and constitute a word-part ; as, in, stit, ut, ion in institution. 52. Pre- 
fix. — An etymon placed before a root or another etymon ; as, re-move, cir- 
c«m-navigate, acZ-vance. 53. Suffix. — An etymon placed after a root or 
another etymon ; as, r-ei^-id-ly , TdOY-able. 54. Affix. — Either a prefix or a 
suffix. 55. Radical. — A root modified or unmodified. Thus in 'precede, 
recede, and intercede the English radical cede is the Latin cedere (to go^ mod- 
ified. 

56. Etymology. — The science (^. e., tree system, or class system) of the 
etymon ; in a loose way. The study of words as made up of root and affix. 
57. Orthography. — The science (tree system, or class system) of the letter ; 
in a loose way, The study of letters as expressing a language. 58. Word- 
analysis. — An unscientific term applied to word dissection. Real word-an- 
alysis would be unloosing the attributes, i. e., finding the classes, of 
words ; but this would be the doings of grammar. 



Thh System Method— No. 18. 



WORK-BOOK OF SYSTEM ETYMOLOGY, 



FOR THE USB OF 



'PubliG Schools, Normal Schools, Teachers' Institutes, 
and Colleges, 



AND ESPECIALLY ADAPTED TO 



Soz-zooi-i IB2^:E^OSITIOn>TS. 



IN WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 
GUIDANCE OF THE "LEARNER'S WORK-TREE" BY ORGANIZ- 
ING THE ETYMON-PARTS OF WORDS THROUGH THEIR 
CLASSES, BRANCHED TOGETHER AS CLASS- 
BRANCHES OF AN ETYMOLOGICAL- 
TREE WHOLE. 



->^=^-<- 



J 

BY ISAAC ELDRIDGE WILSON, 



IKVENTOE OP THE LEARNEF.S WORK-TEEE, AUTHOR OP THE SYSTEM METHOD, A SERIES 
OP TEXT-BOOKS POR SCHOOLS, A SERIES OP STUDENT'S WORK-BOOKS, ETC. 



'• THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE.''— EMEfi..^.. 

"^ '/ir ' 



AUG 13 I8BS4?] 






OHIO A. GO, IIvIv 5 

Learner's Work-Tree Company. 



COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 
ALL RIGHTS RESERVED. 

Any infringement will be prosecuted to the full extent of the law. 



Appendix A— Lessons to be Assigned. 

— "^©^-r-i-^-^®^" — 

Program I. — Arise, love, go, learn, burst, be, awake, dare, cry, bear, 
prove, eye, eat, beget, knit, sit, begin, swell, ought, must, spin, light, may, 
shall, set, lie, lay, can, dig, bid, bite, rap, creep, blow, bring, hoe, work, 
will, build, burn, buy, catch, whip, mean, choose, reave, know, do, drink, 
drive, write, fly, forbear, have, hide, wind, wet, kneel, lead, wake, think, 
swear, lose, pen, pay, ring, ride, stride, stay, split, spit, spill, say, shoe, 
shine, shave, sing, shoot, shut, smite, speak, sink, shrink, slit. 

Prog. II. — Turn, wedge, sit, set, abide, laugh, shall, fight, quit, smite, 
may, burst, awake, snatch, gird, give, go, grind, heat, can, build, lie, lay, 
see, bring, must, know, knit, hew, bless, twist, miss, do, will, crack, ought, 
gild, burn, blow, seize, compel, instill, rise, beseech, hear, wail, work, hail, 
sleep, cough, climb, clothe, smell, learn, light, expect, love, fly, tie, hoe, 
prove, shoe, bloom, dare, bid, dream, fall, eat, knot, spank, scald, walk, 
whet, mold, bet, steal, wed, wound, stay, spoil, be, craze, smoke, sink, shut, 
parse, analyze, classify, divide. 

Prog. III. — Snuffers, earnings, goings, tongs, thanks, oats, doings, in- 
feriors, pincers, ones, Jameses, armies, Lucies, feelings, measles, ashes, 
boxes, embers, churches, oxen, R. B. Hayeses, news, movables, blessings, 
tweezers, scissors, undertakings, sheep, pepples, O. P. Mortons, waters, 
halves, Miltons, goods, Blanches, Mackintoshes, mumps, warblings, math- 
ematics, searchings, odds, yokes, Miss Thompsons, acoustics, ethics, masses, 
shears, getters-up, hundreds, whiskies, tracings, tenths, lungs, bowels, be- 
liefs, heathens, couples, sevens, checkers, suds, wages, riches, moneys, 
compounds, plurals, proceeds, Platoes, senses, Greeks, Turks, truths, bricks, 
Chickasas, Powhatans, gods, Germans, Maries. 

Prog. IV. — Thanks, men, checkers, oats, lungs, bowels, doings, com- 
panies, ashes, waters, s's, soliloquies, tens, lO's, geese, peoples. Henries, 
Joneses, mumps, children. Senator Blaines, Daniel Websters, feet, thirds, 
spoonfuls, Lucases, measles, warblings, tongs, shears, deer, Greeks, pneu- 
matics, mathematics, dregs, Johns, halves, flies, pairs, spectacles, politics, 
ones, twos, f's, affairs, sixes, wages, movables, odds, riches, betters, teas, 
coffees, tongs, Germans, news, trappings, skimmings, ethics, hoes, bitters, 
hundredths, Shakspeares, Moseses, Pharisees, justices, entrails, sheep. 
General Gateses. 

Prog. V. — Lawful, homespun, nobleman, hailstorm, manliness, friendly, 
hour-glass, milkmaid, gentleman, gardener, reform, large, quiet, sailor, sea- 
gull, steamboat, sideboard, ox-goad, book-seller, oat, nut-cracker, stronghold, 
wooden, warehouse, formal, hilly, trust, classmate, inkstand, brightness, 

[247] 



248 THE SYSTEM METHOD. 

grammarian, windmill, sharp-edged, waylay, justice, necklace, goodman, 
time-piece, unfetter, bluish, forget-me-not, apple-tree, coachman, music- 
teacher, demonstrate, overbalance, footstep, understanding, unlooked-for, 
redness, watch-key, rib, heart-broken, kingdom, uprising, hardihood, day- 
star, impossible, shoe-making, plowman, finisher, turncoat, hearsay, far- 
fetched, by-word, make-believe, workman, brotherhood, goodness, rainbow, 
redbreast, nowhere, whereas, trickster, misinform, reconstruct, colonize, 
irrepressible, finger-ring, ring-finger. 

Prog. VI. — Church, girl, he, mouse, oxen, child, men, we, it, foot, 
teeth, she, knife, god, goddess, boy, nephew, niece, John, key, wages, odds, 
doings, others, basis, Mary, they, who, Jameses, uncle, sir, witch, mother, 
host, widower, teas, sugars, son-in-law, James G. Blaine, geese, molasses, 
hundreds, twos, people, fives, sheep, deer, girls, wife, babies, Miss Smith, 
Mackintoshes, Platoes, me, measles, thou, you, thy, them, conscience, 
peace, nebula, cherubim, cattle, Greek, chemistry, summons, sirs, soliloquy, 
fly, TJ. S. Grants, Hindoos, landlord, she-goat, Chickasas, brick, Powhatans, 
testator, which, hoe, relative, friend, gypsy, p, plus, Maries, ladies, father- 
in-law, getters-up, step-brother, himself, myself, itself, Jew's-harp, New- 
year's-day, beeswax, newspaper, tradesman, to-night, to-day, to-morrow, 
ones, commander-in-chief, Moses, angels. 

Pkog. VII. — Man, geese, boxes, we, girls, church, David, history, god- 
dess, actor, widow, landlord, mouse, children, bridegroom, brother, she, 
knife, sister, nephew, thanks, niece, he-goat, landlady, wages, odds, basis, 
teeth, analyses, sheep, belief, ones, sugars, son-in-law, negro, molasses, 
Moses, hundred, dozen, census, twos, fives, people, news, snuffers, sober- 
ness, wife, valley, babies, duplicity. Miss Smiths, James, London, shears, 
class, company, Mary, Platoes, Spaniard, goods, movables, them, it, you, 
measles, stratum, vow, their, errata, us, earnings, blessings, thesis, data, 
nebula, pairs, tongs, seraph, index, medium, focus, honey, deer, cattle, 
chemistry, truth, summons, bellows, Mobilians, gods, Algonquins, cannon, 
dregs, scissors, half, staff, cloths, Mussulman. 

Prog. VIII. — Travel, he, cancel, conscience, be, awake, bear, begin, 
thou, will, shall, bid, glow, may, can, break, walk, love, ought, she, they, 
must, choose, sit, set, lie, lay, house, Csesar, woman, crisis, oats, climb, 
clothe, dare, dig, embers, sheejD, ashes, deer, bellows, means, dream, drive, 
goods, eat, nippers, fly, who, I, grow, tongs, their, knit, twist, Plato, 
Moses, know, learn, burst, it, blessings, doings, you, her, light, me, hang. 
Englishman, write, wet, German, Algonquin, teach, Seminoles, spell, spill, 
Mary, stratum, negro, shut, data, errata. 

Prog. IX.— Cata, ad, con, anti, amphi, am, ana, ante, a (Gr.), ab, a 
(A.-S.), be, bi, circum, dia, for, dis (Gr.), fore, contra, de, in (A.-S.), ec, dis 
(Lat.), en (Gr.), en (Lat.), mis, epi, ne. ex, extra, in (Lat.=m), in (Lat.= 
not), inter, intro, retro, off, on, hyper, hypo, non, ob, per, meta, out, post, 
re, pro, se, over, pre, to, peri, sub, un, syn, under, super, with, trans. 



WORK-BOOK OF ETYMOLOGY. 249 

Prog. X. — A (Gr.), ab, ard, dom, cata, ad, en (Gr.), en (Lat.), en (A.-S), 
er (Lat.), er (A.-S.), dis (Lat.), ante, circum, con, ec, a (A.-S.), be, an, ful, 
ate, able, dis (Gr.), ex, mis, ne, ish, kin, cle, ling, eer, in (Lat.=?iot), off, 
ance, para, ock, ster, ob, inter, ship, in (Lat.=m), id, fly, le, ty, sub, trans, 
se, epi. 

Prog. XI. — Lion-hearted, always, old, heavily, open-mouthed, pitch- 
dark, green, together, greenish, blue-green, backward, three, child-like, 
elegant, ill-natured, some, politely, sad, lengthways, white, ruinous, severe, 
immediately, here, rough-hewn, sour, constantly, lengthwise, ripe, remotely, 
thereabout, little, thereby, many, soon, excellently, somehow, coarse, 
somewhat, tall, therefor, thereby, now, Socratic, wearisome, headlong, 
same, fearfully, lonesome, guestwise, triple, yonder, rough, far-fetched, 
second, overdone, finally. 

Prog. XII. — Fruit-bearing, everywhere, frequently, well-earned, boldly, 
when, largest, downward, balmy, anyhow, towards, this, sufficiently, hare- 
lipped, then, happy, sidewise, weeds, warlike, manly, therefore, trustworthy, 
greener, necessarily, loveliest, slowly, seaward-gazing, wisely, ill-content, 
league-long, adjacent, long-haired, the, yonder, inarticulate, excessively, 
meadowy, wholesome, worm-eaten, upward, half-believing, gloriously, 
groimdless, eastward, round, same, barefaced, identical, frolicsome, super- 
fine, self-same, nowadays, a, nevertheless, anywhere, an. 

Prog. XIII. — Fine-|-apples, a-|-rich-|-inan, ab+solve, heart-(-broken, 
the-|-most-|-delicious+fruit, contra-j-dict, American-|-policy, be+side, air-|- 
built, a+scend, tran-|-scend, rough-|-hewn, Siberian-f-snows, termin-{-ate, 
civil-fize, all-|-wise, blue-j-green, pay-j-er, green-f-leaves, pay-|-ee, act-(-or, 
con-j-voke, red-j-tape, de+part, Rom-j-an, con+duct, un-|-ripe, i]l-(-bred, 
new-f hat, lion-1-hearted, publ-|-ish, coin-fage, month-j-ly, black-fen, far-|- 
fetched, terri-)-fy, dis-|-miss, colon-|-ize, gradu-j-ate, en-(-fold, child-f-like, 
art-fist, fruit-fbearing, im-f mense, Swiss-f hero, hero-f ism, pleasant-fair, 
e-f ject, team-f ster, partis-fan, fore-f tell, lion-f ess, Eve-flike, mediatr-f 
ix, wild-f geese, in-f cise, man-flike, first-fborn, owl-f like, inter-f pose. 

Prog. XIV. — Un-ftie, publici-fty, intro-fduce, ill-fcontent, mis-f 
guide, both-f arms, occup-f ancy, ripe-f cherries, good-f looking, vigil-f ance, 
quie-ftude, male-f fact-f or, Egyptian-f lily, ob-f ject, the-f Austrian-f army, 
hard-fworking, out-frun, ad-fher-f ence, rude-fness, per-f for-f ate, above 
-f said, nat-f ion, either-f hand, move-f ment, two-f busy-f men, two-f leaved, 
seiz+ure, pre-f judge, post-f script, act-five, live-fly, child-f like, care-f less 
+ly, twelve-f peaches, un-f true, oil-f y, pro-f duce, retro -f grade, avoid-f able, 
law-f less, one-f legged, hero-f ic, Afric-f an, wool-fen, Rom-fish, matter-f 
of-ffact, direct-for, trick-f ster, se-fcede, re-fcon+struct, broad-f shoul- 
dered, per-ffect+ible, poet-f ic-f al, un-fheard-f of, an-f nex, fore-f father, 
sup-f press, long-f looked-ffor, ir-f re-f press-f ible, ir-fresolute. 

Prog. XV. — Contempt-fible, tam-fable, be-fstir, drunk-fard, dis-f 
joln, be-fdew, n-f either, dis-fplease, re-f new-f al, Christi-f an, em-fbody, 
missiona-fry, black-fen, en-ftrap, wood-fen, fore-ftell, di-frect-for. 



250 THE SYSTEM METHOD. 

preach+er, un-|-ripe, pre+judge, fear-f-ful, educat-fion, blu+ish, mis-l- 
take, in-|-secure, re-f-plant, civil-|-ize, pre+vent+ive, super-j-natur-(-al, 
plant-j-let, man-)-ly, banish+ment, friend+ship. 

Prog. XVI. — A-|-rise, n-|-one, under-}-mine, be-|-set, for-(-give, be-|- 
friend, teach-|-able, un-f-taught, scholar-j-ly, un+schooled, health-j-ful, 
health-f-y, kmg-)-dom, liast-)-en, beginn-j-er, pay-|-ment, un-|-paid, pay-j-ee, 
with-|-stand, over-{-look, bound-)-less, Sun-J-day, Mon-|-day, dai'k-|-some, 
song-j-ster, Satur+day, book-|-ish, begg-|-ar, Fri-|-day, Wednes-|-day, blood 
-f-y. wilder-j-ness, Thurs-|-day, Tues-|-day, critic+ize, e-|-duc-|-at-)-or, 
tranquili-|-ty, knav-|-isb., medicin-|-al, op-(-press-|-ive, power-|-less-|-ness, 
skeptic-|-ism, nation-1-al, imit+at-|-ion, dis-]-embarrass-)-ment, in-j-sincere, 
disciplina-j-ry, in-|-ex-}-press-|-ible, safe-)-ty, im-f-pure, liiIl-|-ock, n-|-either. 

Pkog. XVII. — A-j-path-j-y, gold-fen, syn+tact-|-ic, sym-j-metr-|-y, kitt 
-j-en, an-j-arch-f-y, a-(-vert, abs-|-tain, ana-|-lyze, cardi+ac, cour-|-age, dia-f- 
meter, cata-f-logue, anti-j-path+y, preach-j-er, Cat-|-liol-)-ic, dis-)-syl-|-lable, 
at-|-tain, hermit-|-age, annu-|-al, debt+or, di+phthong, af-|-fix, ap+plaud, 
dys+pept-|-ic, as-)-sist, a-j-bed, a-j-nse, be-j-take, ec-|-centr-|-ic, mani-)- 
fold, ex-j-ort-l-ive, en-j-tliusi+ast-j-ic, truth-|-ful, em-|-pbas-|-ize, ag-j-greg 
+ate, el-|-lipt+ic+al, con-)-sign, epi-|-cycle, gos-fling, vill+ain, vigil-f- 
ance, eu+log-j-ize, am-|-put-|-ate, anti-)-cip-j-ate, mis-)-ap-|-ply, con-)-nect, 
co-|-ev-|-al, am-)-put-f-at-)-ion, com-fpress, wilder-l-ness, hill-f-ock, as-j-sist 
-fant, ad-)-versa-f-ry, leg+ate, pre+vise, hyper-|-crit-|-ic-|-al, liypo-|-tenuse, 
meta-l-pbys-|-ics, to+day, mani-f-kin, lord+sbip, in-|-iti-|-ate, sta-|-ble, 
cred-|-ible, ortho-|-dox, un-|-equal, vesi-|-cle, di-j-verge, dif-|-fuse, em-(- 
body, ex-)-clude, hast-f-en. 

Prog. XVIII. — Team-)-ster, extra-j-ordina-f-ry, in-|-vade, under-fstand, 
peri+osteum, animal-|-cule, dif+fid-f-ence, Wesley-|-an, pre+sid-j-ency, de 
+pend-)-ent, four-)-teeii, pro-}-gnosls, in-|-born, side-)-wise, inagiii-|-fy, 
peri-f-od-l-ic, im-f-merse, lr-|-radi-}-ate, rig-l-id, con+cept+ion, m-\-et-{- 
fici-j-ent, ig-|-noble, sym-|-path+y, under-|-go, blood-(-y, sbeep+ish, de-j- 
ism, dent+ist, intro-f-duce, oc+cur, of-j-fer, war-j-like, majes+ty, retro-|- 
spect, sub+merge, su-f-spect, sug+gest, pros-|-elyt-f-ize, sym-f phon+y. 

Prog. XIX. — A -{-shore, n-j-either, con-|-tempt-|-ible, n-|-one, for+give. 
drunk-fard, dis-j-join, wiz+ard. be-)-dew, dis-|-please, re-f new+al, black-|- 
en, en-|-trap, be-|- friend, teacb-(-able, un-f-taught, un+school-f-ed, health -(- 
ful, king-1-dom, beginn-fer, pay-fment, fore-j-tell, di-(-rect-|-or, pre+judge, 
pay+ee, e-{-duc-|-at+ion, blu+ish, bound+less, mis-|-take, re-)-plant. Sun 
-[-day, pre+vent+ive, super-f-natur-j-al, Mon-|-day, eagl-j-et, Satur-j-day, 
clos-|-et, Tues-f-day, dark-|-some, wilder-|-ness, op-|-press-[-ive, friend-|-ship, 
power-f less-|-ness, skept-^-ic+ism, im-|-pure, im-|-it-)-at-l-ion, puri-j-ty, 
fruit-fage, safe+ty, crystall-}-oid, blood-|-y. 

Prog. XX. — A-j-wake, drunk+ard, gift+ed, boun-fd, be-|-think, be-j- 
cause, an+onym-[-ous, in-|-ef+fici-|-ent, amphi-(-bi-f ous, inter+cede, Ana-|- 
bapt-fist, squal-j-oid, opu-|-lent, Tartar-}-ean, anti-|-pode-|-s, phys+ics, 
ethm-1-oid, con-|-ceal-|-ment, organ-j-ize, ob+liter-|-ate, apo-j-stas-|-y, apo-(- 



WORK-BOOK OF ETYMOLOGY. 251 

stle, en+thusi+asm, cata+rrh, joc-f-ose, variol+oid, pel+luc+icl, per-{- 
vade, dia+meter, dis+syl+lable, multi+tude, gnost+ic, ec+clesi+ast+ic-f 
al, di+phthong, ec+centr+ici+ty, e+nerv+ate pre+dict, liber+ty, pro+ 
vid+ent, en+dem-'pic, epi+dem+ic, re+pel, liypo+crite, dram+a, trace-f- 
able, glob-{-ule, post+ure, obstin+acy, di-[-vis-|-ible, creat-fure, retro-1- 
spect-f-ive, met-f-onym+y. 

Prog. XXI. — Se-|-greg-|-ate, para-j-dox, con-|-flu-f-ence, ir-j-re+sol-l- 
ute, sapon+ace+ous, sub+merge, suf+fer, peri+osteum, savag-j-er-t-y, 
per-fcent-|-age, supra+orbit+al, sur+vey, con+vey+ance, syn-fchron-j- 
ous, pro-f-gram, sy-fstem, sym+path-j-y, as+sist+ant, tlief+t, tra-j- 
verse, dee-f-d, ad+versa+ry, ac+cesso-fry, pay+ed, hear-fd, ab-j-jeot, 
ad+voc-l-ate, af+fix, stai+d, tlirif-f-t, ob+serv+ato+ry, ap+plaud, gold 
-f-en, leather+n, heav+en, mod-|-er-l-n, en-j-dear, daw+n, am-fput+ate, 
anti+cip+ate, liber+at-}-ion, larg+er, chatt+er, mole+cule, mo+st, man 
-|-liood, in+born, bi+ped, bi+gamy, kern+el, bow+el, bis-f cuit, circum 
-|-veut, mis-j-give, metall-|-oid. 

Prog. XXII.— Mors+el, tab+le, go+ing, bagg+ing, wolf+ish, soldie-1- 
ry, fer-j-ry, mani+kin, n+augbt, con-j-nect, cor+rug+ate, nibb+le, out-j- 
live, dribb+l3, magni-f fy, gos-fling, aquat+ic, peri+od+ic, not-fice, utt-|- 
er, contro-|-vert, stup+id, prism+oid, puer+ile, humm+ock, ball+oon, 
Campbell+ite, de-j-flect, viper+ine, macadam-j-ize, don-|-at-|-ioD, ladi-f- 
es, e-fstabl-j-isb, grow-|-th, heal+th, over+reacb, over-{-coat, s+melt, dis 
-|-pel, s+pread, tru+th, de-fism, Wesley+an+ism, di+verge, ex+clude, 
dent-j-ist, fin+ite, cross+wise, Huss-fite, un-|-do, un-ftrue, e+dent-l-ate, 
heal+tli-t-y, ef+flu+ent, de+kis-i-ive, capt+ive, bab+y, under+ling, extra 
-)-mur-|-al, eas+y, an+y, witb+stand, Will+ie, ex-fcresc+ence, leav-|-ing. 

Prog. XXIII. — Ac+cede, con-j-duct-j-or, dis+cuss+ion, organ-|-ize, 
in-f-vis-l-ible, libra+ry, intro-j-duc-f-tion, martyr-|-dom, name-|-less, pro-j- 
sec-f-ute, con-}-sequ-|-ence, ad-(-mon-j-isb, pur-fsue, a-j-voc+at-fion, pro-|- 
pose, in-j-trus-j-ion, re-f bell+ion, un-t-ten-|-able, re-|-miss-|-ion, lov+able, 
therapeut-f ics, syn+tact-j-ic, taberna+cle, ampli+tude, con-|-greg-t-at-[-ion, 
ed+ible, cour-(-age, in-(-toxic+ate, se+cess-j-ion, inter+cede, con-l-sider-|- 
at+ion, dur-fable, re+mit, trans-(-fer, capit-j-al, di+pbthong, felicit-|-ous, 
con-j-junct+ion, de+capit-l-ate, e-j-loqu+ent, e-fluc-j-id-j-ate, ab-t-norm-(- 
al, pract-j-ic+able, ec+centr-|-ic, digni+ty, dif+ficult, di-j-graph, flex-J- 
ible, feroci+ous, im-t-poss+ible, com4-prehens-|-ible, in+cur-j-able, mar-j- 
ine, in-|-tent-l-ion, inter-f-vene, con-j-vent+ion, matbemat-|-ics, lion-|-ess, 
para+grapb, padd+le, pack+et, over+reach, out-|-live, parc-}-el. 

Prog. XXIV. — Motion, motive, parody, ossify, parentage, nasal, re- 
flect, ornament, protector, punishment, postponement, pursue, prospect, 
senior, render, resonant, secede, texture, timidity, subsequent, zodiac, venal, 
unwind, altitude, ambition, acephalous, beseech, bepraise, arrange, concep- 
tion, ciiTumstance, degrade, convex, consumption, fraction, evasion, fore- 
know, Impulsive, grievance, Invincible, inter, magnitude, prophetess, 
testament, succumb, thermal, technics, underwood, wolfish, verbose, 



252 THE SYSTEM METHOD. 

wooden, wizard, aliment, allusion, amendment, breakage, armful, brevity, 
canine, boxes, ascend, concoction, collect, dejection, decimal, embalm, filial, 
exhort, finny, marriage, intrude, luxury, overeat, notify, promotion, piety, 
scripture, scissors, reprove, sanctify, temjooral, sufficient, tenement, thermal, 
technics, stomatic, underwood, witness, tyrannize, valor, amendment, ac- 
quire, illusion, artless, bloody, ardor, deodorize, contortion, decrease, con- 
vulsion, controvert. 

Prog. XXV. — "Warlike, translucent, tradition, remorse, supplant, ridicu- 
lous, comfort, saccharine, stable, ravenous, precision, knavery, method, 
mental, minute, iterate, justice, military, ignominious, infusion, expression, 
retrograde, assumjDtion, dissuade, dribble, denticle, describe, incurable, con- 
stant, baby, cemetery, attention, agent, adjective, vulnerable, vindicate, tor- 
ment, antagonist, antecedent, common, irksome, precede, patience, pastor, 
miracle, labial, mercantile, metatarsus, restriction, signal, transgression, 
tremendous, vocal, missionary, supply, sidewise, premature, perfumery, vo- 
cal, votary, supremacy, torrid, patriotic, objection, religion, ministerial, 
synagogue^ resumption, patience, castigate, cartage, quackery, audible, bar- 
barous, villain, merchant, indomitable, expectancy, expectorate, induction, 
tradition, vocalize, resurrection, solar, reversion, Presbyterian, reverend, 
nursery, ignoble, ignorant, dispel, correspond, atheism, disruption, emo- 
tion, derision. 

Prog. XXYI. — Revive, revolve, solitude, victory, infant, friction, 
inflexible, fretful, expel, fugitive, voracity, translation, company, congress, 
fraudulent, percentage, transmit, saline, revolution, recumbent, realism, 
pericardium, perjury, permanent, predominate, peddle, laity, kingdom, 
ointment, pervade, mortal, language, lenity, inherent, infatuate, gamester, 
explode, extant, iniquity, extortion, garrulous, garment, fundamental, 
exult, enormous, distraction, epicycle, enactment, doubtful, cynic, cultivate, 
darling, dexterity, crescent, consonant, beatitude, aviary, cellule, aerate, 
after, vulgarism, tenant, subterranean, thoracic, rotundity, candidate, 
statement, spectacle, procrastinate, rabid, prelude, lacteous, production, 
reflect, obnoxious, persecution, accidental, perfect, perihelion, missive, 
lacerate, migratory, influence, provision, sympathy, connection, reception, 
puerile, masculine, coUajase, submit, donation, temporary, trespass, transact, 
infidel, establish, caution, message. 

Prog. XXVII. — Itinerant, symmetry, knightly, mitigation, mnemonics, 
inference, inflammation, expire, insj)ire, atonic, immoral, immortal, coun- 
teract, furious, insanity, fretful, injurious, corpuscle, animalcule, globule^ 
captain, inexhaustible, interpose, lunar, mariner, visible, interlude, mana- 
cle, intellect, insulting, macerate, loquacity, elocution, lobule, levity, nar- 
cotic, panic, paganism, osculation, plenitude, magnitude, multitude, pro- 
posal, popery, remonstrate, demonstrate, refulgence, suspect, symphony, 
vengeance, untrue, altitude, bronchial, boundary, carnal, article, aquatic, 
contemptible, edict, dilation, didactic, essence, dilute, mundane, nefarious, 
despotic, cumulative, devotion, cutaneous, depredation, consolidate, com- 



WORK-BOOK OF ETYMOLOGY. 253 

posnre, tactics, territory, syntax, stifle, tedious, stubble, succor, timidity, 
thimble, ruminant, society, sonorous, reversion, recline, preposition, re- 
dound, rendition, prevail, resuscitate, presidency, procedure, prodigy, obvi- 
ate, perigee, pedestrian, obituary, oblivion, obstacle, pentecostaL 

Prog. XXVIII. — Omission, undersell, convention, moonbeam, omi- 
nous, monkish, sweetmeat, imbibe, heroic, honorable, cylinder, apathy, 
afield, workman, withdraw, anticipate, chatter, aversion, circuit, because, 
cellular, cathedral, circle, baby, avert, banishment, childhood, remorse, 
thinnest, square, songster, ruminate, revive, proffer, reasonable, reduction, 
radicle, redaction, perambulate, enthusiasm, permission, occur, oculist, 
mortal, length, monitor, misery, pear-shaped, inhale, factor, gastric, expo- 
nent, grateful, funeral, emotion, doctor, enrage, pay-day, debtor, dawn, 
cripple, darkling, curable, detraction, consanguinity, composition, epidemic, 
watch-word, submit, collapse, cervical, creamery, provide, confluent, mount- 
ainous, conscience, antithesis, adjoining, livelong, ashore, adverb, Wes- 
leyan, windward, receive, watchful, traction, trade-wind, providence. 

Prog. XXIX. — Cellule, thermal, summon, sacrament, township, shad- 
owy, plenteous, royal, review, subdue, May-day, sparsest, remove, predic- 
tion, reflect, postpone, pass-word, quickstep, recumbent, deposit, rectitude, 
molecule, judgment, religion, peaceable, prescribe, precedence, distract, 
sing-song, receive, postscript, greenish, wizard, redeem, prevail, justify, 
redolent, misplace, critic, perusal, onset, persuasion, oration, repulse, non- 
sense, venal, capital, personate, wine-press, sluggard, modesty, mollify, 
laureate, insatiable, insanity, deduction, insecure, insipid, reply, garment, 
innocent, windmill, traction, undergo, torsion, fusion, sunflower, cowhide, 
inquiry, family, gratify, exult, impression, transport, transatlantic, imped- 
iment, famous, globule, falsify, fashion, grantee, payee, wishful, friendless, 
remonstrate, dogmatic, deduce, inkstand, penman, wakeful, bookworm, 
controversy. 

PuoG. XXX. — Submission, return, arrival, condescend, admonish, 
alleviate, punctuation, renewal, confusion, deciduous, suspicion, interjec- 
tion, dropping, doubtful, epitaph, dissatisfy, emanate, enthusiast, religion, 
demonstrate, donor, gratify, removal, intervention, equity, depression, con- 
spiracy, devotion, dispel, companion, consignee, martyrdom, incision, revis- 
ion, apprehend, cautious, admirable, chatter, Baptist, childhood, testament, 
subject, tactual, solar, rusticate, squaloid, prismoid, solitary, verbal, rotund- 
ity, consequence, songster, solitude, matrimony, sidereal, lunar, endorse- 
ment, spoliation, spherical, salary, revive, recapitulate, redolent, precession, 
enormous, procurement, redemption, pre-emption, reconcile, decision, on- 
set, option, odorous, presidency, optics, reference, president, consumption, 
assumption, raccoon, impediment, production, invent, procrastinate, lat- 
itude, magnify, justice, impend, lachrymal, doubtful, decapitate, damnation, 
resuscitate, scribble, resurrection, dukedom, crystallize, cordial, defensive, 
question, final, recognize, perambulate, perimeter, oration, misery, labora- 
tory, modesty, circumference, mesmerism, Calvinism. 



254 



THE SYSTEM METHOD. 



Program XXXL— Words of Two Roots. 



1. AGOGVE=agogeus. 
Demagogue 
Pedagogue 

2. A:NTnROFY=cmt7iropos, 
Misantliroi^y 
Philanthropy 

3. Ait.cuY=arche, y. 
Heptarchy 
Heterarchy 
Monarchy 
Oligarchy 

4. A'T'E.=^atUS. 

Amalgamate 

Certificate 

Duplicate 

Emancipate 

Triplicate 

5. ciDE=caecZc>. 
Fratricide 
Homicide 
Infanticide 
Matricide 
Parricide 
Regicide 
Suicide 

6. cosis.=Gosmos. 
Macrocosm 
Microcosm 

7. CRACY=/fcratos, y. 
Aristocracy 
Democracy 
Theocracy 
Timocracy 

8. CULTURE :=c^iZ<wm. 
Agriculture 
Arboriculture 
Horticulture 

9. Dox=d!oa;a. 
Heterodox 
Orthodox 

10. -D-[jCT=ductum. 
Aqueduct 
Caliduct 



DUCT (Continued). 
Ventiduct 
Viaduct 
y.ll. ^^^sixh^annus, al. 
Biennial 
Centennial 
Millennial 
Septennial 

12. FACTiON=/«c<«??i, ion. 
Putrefaction 
Satisfaction 
Stupefaction 

13. FEROUS=/<?r'(?, ous. 

Argentiferous 

Auriferous 

Floriferous 

Fructiferous 

Odoriferous 

Vociferous 

14. FiCATiON=/fflctom, ate, 
Acetification 
Amplification 
Chylification 
Exemplification 
Fortification 
Glorification 
Justification 
Modification 
Mortification 

15. FORM=/orm. 
Aeriform 
Cruciform 
Cubiform 
Cuneiform 
Fusiform 
Oviform 

16. (iA.MY^=gameo, y. 
Deuterogamy 
Misogamy 
Monogamy 
Polygamy 
Trigamy 

17. GO^=goma. 



gojST (Continued). 
Hexagon 
Octagon 
Polygon 
18. GRAPnY^grapho, y. 
Aerography 
Autobiography 
Biography 
Caligraphy 
Chirography 
Cryptography 
Ethnography 
Geography 
Historiography 
Horography 
Hydrography 
Lexicography 
Lithography 
Orthography 
ion. Phonography 
Photography 
Stenography 
Telegraphy 
Topography 
Typography 
Zoography 

19. LATERAL=tofe?7S,a?. 

Equilateral 
Multilateral 
Quadrilateral 

20. L0GUE=Ztf5'(?S. 

Catalogue 
Decalogue 
Dialogue 
Monologue 

21. -LOGY^logos, y. 
Anthology 
Anthropology 
Archseology 
Astrology 
Biology 
Chronology 
Conchology 



WORK-BOOK OF ETYMOLOGY. 



255 



LOGY (Continued.) 
Demonology 
Doxology 
Entomology 
Ethnology 
Ethology 
Etymology 
Genealogy 
Geology 
Ichthyology 
Meteorology 
Mineralogy 
Mythology 
Neology 
Neurology 
Theology 
Zoology 

22. TsiKSCY=manteia, y. 
Aeromancy 
Arithmancy 
Chiromancy 
Necromancy 

23, METER=TO6i;rtl?l. 

Aerometer 
Anemometer 



METER (Continued.) 
Barometer 
Chronometer 
Electrometer 
Gasometer 
Heliometer 
Hexameter 
Micrometer 
Thermometer 
Trimeter 

24. NOMrAL=7iome?i, al. 
Monomial 
Multinomial 
Polynomial 
Quadrinomial 
Trinomial 

25. NOMT=?ic»mos, y. 
Astronomy 
Deuteronomy 
Economy 

26. PHONE =p7w?ie. 
Audiphone 
Microphone 
Telephone 

27. sco'e'E.=^sTcopo. 



SCOPE (Continued). 

Baroscope 

Helioscope 

Kaleidoscope 

Microscope 

Stereoscope 

Telescope 
28. TECHNic=i!6c/me. 

Polytechnic 

Pyrotechnic 
29. THErsM:=i;7ieos, ism. 

Monotheism 

Pantheism 

Polytheism 

30. 'rY'PE:=typns. 
Archetype 
Prototype 
Stereotype 

31. \OKOUs^voro, ous. 
Carnivorous 
Graminivorous 
Granivorous 
Herbivorous 
Insectivorous 



Prog. XXXII.— Miscellaneous Two-Root Words. 

Homogeneous, heterogeneous, bakehouse, zoophyte, zoological, viscount, valedic- 
tory, universal, uniformity, backbite, backslide, trigonometry, geometry, triangle, bank- 
rupt, taxidermy, specific, bankruptcy, terrific, beads-man, rhinoceros, breakfast, rhap- 
sodical, restitution, breastworlc, rectangular, pusillanimity, breastplate, psychology, 
pseudonym, brimstone, firebrand, privilege, chapman, principle, primeval, pontiff, net- 
work, daylight, polysyllable, polypetalous, day-star, doomsday, plenipotentiary, phys- 
iology, draughtsman, physiognomy, philology, eyeball, petrifaction, earthquake, Penta- 
teuch, seafaring, peninsula, wayfarer, Peloponnesian, Pedobaptist, patriarch, pathology, 
fireworks, gangway, panacea, oxygen, groundwork, osteology, orthology, orthodromics, 
omnicient, hardware, huntsman, omnipresent, livelong, omnipotent, olfactory, light- 
house, hydrostatics, hydrauhcs, hieroglyphics, power-loom, nitrogen, nightmare, munifi- 
cent, nightshade, monopohze, microphone, pathway, metropohtan, metaUurgy, Mesopo- 
tamia, foot-path, melancholy, Mediterranean, manufacture, malevolent, malediction, 
playmate, maladministration, longevity, locomotion, moonshine, lethargy, legislature, 
jurisdiction, isothermal, scrap-book, isochronous, insignificant, indemnification, inaus- 
picious, landscape, idiosyncrasy, iconoclast, hydrogen, homologous, soothsayer, hippo- 
potamus, hecatomb, equivocate, eqmnoctial, equanimity, dropsy, steersman, crucifixion, 
crocodile, cosmopolitan, hemisphere, trustworthy, planisphere, Christmas, turncoat, 
automaton, atmosphere, artificial, turnkey, architecture, anniversary, turnpike, ani- 
madversion, aeronaut, acrostic, watchman, encyclopedia, edifice, wryneck, duiHcit-^. 
dyspepsia, eulogize, euphony. 



256 



THE SYSTEM METHOD. 



Prog. I : /- Indicatives. 2. Participles. 3. Inflection. 4. Rules forSpel'g. 





a. Imperfect. 

b. Perfect. 


a. Imperfect. 

b. Perfect. 


a. Complete, a. Rule . 

b. Defective, b. Arbitrary, 

c. Redundant. 


Arise 
Love 
Learn 


=arise, arose, 
=love, loved, 
=learn, learnt, etc., 


arising, arisen, 
loving, loved, 
learning, learnt, etc.. 


complete, rule 5. 
complete, I'ule 5. 
redundant, rule 4. 


Burst 


=burst, burst, etc.. 


bursting, burst, etc., 


redundant, rule 4. 


Be =am, was, 
Awake^awake, awoke, etc. 


being, been, 
, awaking, awoke, etc.. 


complete, arbitrary^ 
redundant, rule 5. 


Dare 


=dare, durst, etc., 


daring, dared. 


redundant, rule 5. 


Cry 
Bear 


=cry, cried, 
=bear, bore, etc.. 


crying, cried, 
bearing, borne, 


complete, rule 7. 
redundant, rule 4. 


Prove 

Eye 

Eat 


=prove, proved, 
:=eye, eyed, 
=eat, ate, etc.. 


proving, proven, etc. 
eying, eyed, 
eating, eaten. 


redundant, rule 5. 
complete, rule 5. 
redundant, rule 4. 


Beget 
Knit 


=beget, begot, 
=knit, knit, etc.. 


begetting, begotten, etc. 
knitting, knit, etc.. 


, redundant, rule 2. 
redundant, rule 2. 


Sit 

Begin 

Swell 


=cit, sat, 
=begin, began, 
=swell, swelled. 


sitting, sat, 
beginning, begun, 
swelling, swollen, etc.. 


complete, rule 2. 
complete, rule 2. 
redundant, rule 1. 


Ought 


=:OUght, 




defective, rule 3. 


Must 


=must. 




defective, rule 3. 


Spin 
Light 


=spin, spun, 
=light, lit, etc.. 


spinning, spun, 
lighting, lit, etc. 


complete, rule 2. 
redundant, rule 4, 


May 
Shall 


=may, might, 
=shall, should, 




defective, arbitrary, 
defective, rule 1. 


Set 
Lie 
Lay 
Can 


=set, set, 
=lie, lay, 
=lay, laid, 
=can, could. 


setting, set, 
lying, lain, 
laying, laid. 


complete, rule 2. 
complete, rule 9. 
complete, rule 8. 
defective, rule 3. 


Dig 


=dig, dug, etc.. 


digging, dug, etc.. 


redundant, rule 2. 


Bid 


^bid, bade, etc.. 


bidding, bidden, etc.. 


redundant, rule 2. 


Bite 


=bite, bit. 


biting, bitten, etc.. 


redundant, rule 5. 


Rap 

Creep 
Blow 
Bring 
Hoe 


=rap, rapt, etc., 
=creep, crept, 
=blow, blew, 
=bring, brought, 
=hoe, hoed. 


rapping, rapt, etc., 
creeping, crept, 
blowing, blown, 
bringing, brought, 
hoeing, hoed. 


redundant, rule 2. 
complete, rule 4. 
complete, arbitrary, 
complete, rule 4. 
complete, ex. to r. 5. 



^ If, in the case of derivative words, there are two rules involved, one pertaining 
to the derived form itself, the other to the simple form included within that deriva- 
tive form, the student is expected to give only the rule pertaining to the derived 
form; but if in such derivatives there is but one rule involved, the student should 
give that rule, whether it pertain to the derivative or to the simple word included 
within it. Words involving no rule are called arbitrary. 



WOBK-BOOK OF ETYMOLOGY. 



257 



Prog. II: /. Indicaiives. 2. Participles. 3. Reguiariiy. 4. R: for Spel.^ 





a. Imperfect. 

b. Perfect. 


a. Imperfect. 

b. Perfect. 


a. Regular. 

b. Irregular. 

c. Both. 


a. Rule . 

b. Arbitrary. 


Turn 


= turn, turned. 


turning, turned. 


regular. 


rule 4. 


"Wedge 


= wedge, wedged, 


wedging, wedged. 


regular. 


rule 5. 


Sit 


= sit, sat. 


sitting, sat. 


irregular. 


rule 3. 


Set 


= set, set. 


setting, set. 


irregular. 


rule 2. 


Abide 


= abide, abode. 


abiding, abode, 


irregular. 


rule 5. 


Laugh 


= laugh, laughed. 


laughing, laughed. 


regular. 


rule 4. 


Shall 


= shall, should, 




irregular. 


rule 1. 


Fight 


= fight, fought. 


fighting, fought. 


irregular. 


rule 4. 


Quit 


= quit, quit, etc.. 


quitting, quit, etc., 


both. 


rule 2. 


Smite 


= smite, smote. 


smiting, smitten. 


irregular, 


rule 5. 


May 


= may, might. 




irregular, 


arbitrary. 


Burst 


= burst, burst, etc.. 


bursting, burst, etc.. 


both. 


rule 4. 


Awake 


= awake, awoke, etc 


., awaking, awoke, etc. 


, both, 


rule 5. 


Snatch 


= snatch, snatched, 


snatching, snatched. 


regular. 


rule 4. 


Gird 


= gird, girt, etc., 


girding, girt, etc.. 


both. 


rule 4. 


Give 


= give, gave. 


giving, given. 


irregular. 


rule 5. 


Go 


=: go, went, 


going, gone. 


irregular. 


arbitrary^ 


Grind 


= grind, ground. 


grinding, ground. 


irregular. 


rule 4. 


Heat 


= heat, heat, etc., 


heating, heat, etc.. 


both. 


rule 4. 


Can 


= can, could. 




irregular. 


rule 3. 


Build 


= build, built, etc.. 


building, built, etc.. 


both, 


rule 4. 


Lie 


= lie, lay, 


lying, lain. 


irregular. 


rule 9. 


Lay 


= lay, laid, etc.. 


laying, laid, etc., 


both, 


rule 8. 


See 


= see, saw, 


seeing, seen. 


irregular. 


ex. to rule 5, 


Bring 


=: bring, brought. 


bringing, brought, 


irregular. 


rule 4. 


Must 


= must, 




irregular, 


rule 3. 


Know 


=:know, knew. 


knowing, known. 


irregular, 


arbitrary. 


Knit 


= knit, knit, etc.. 


knitting, knit, etc.. 


both. 


rule 3. 


Hew 


= hew, hewed, 


hewing, hewn, etc.. 


both. 


arbitrary. 


Bless 


= bless, blessed, 


blessing, blessed. 


regular. 


rule 1. 


Twist 


= twist, twisted, 


twisting, twisted. 


regular. 


rule 4. 


Miss 


= miss, missed, 


missing, missed. 


regular. 


rule 1. 


Do 


= do, did. 


doing, done. 


irregular. 


arbitrary. 


Will 


= will, would. 




irregular. 


rule 1. 


Crack 


= crack, cracked. 


cracking, cracked, 


regular. 


rule 4. 


Ought 


= ought. 




irregular. 


rule 3. 


Gild 


= gild, gilt, etc.. 


gilding, gilt, etc., 


both, 


rule 4. 


Burn 


= burn, burnt, etc.. 


burning, burnt, etc., 


both. 


rule 4. 


Blow 


= blow, blew, 


blowing, blown. 


irregular. 


arbitrary. 


1 See note under Prog. I. 

17 









258 



THE SYSTEM METHOD. 



Prog. Ill: 


/. Noun. 2. Current} 3. Orig 


. of Name. ^ 4. 


R. for Spelling. 






a. Common. 

b. Proper. 


a. Singular. 

b. Phiral. 

c. Both. 


a. In whole. a. Rule . 

b. In action. b. Irregular. 

c. In part or particle, c. Arbitrary. 

d. In substance. d. Common. 


Snuffers 


= 


common, 


plural. 


in part. 


rule 10. 


Earnings 


= 


common. 


plural. 


in action, 


rule 10. 


Goings 


= 


common, 


both, 


in action. 


rule 10. 


Tongs 


= 


common. 


plural. 


in part, 


rule 10. 


Thanks 


= 


common. 


plural, 


in action, 


rule 10. 


Oats 


= 


common. 


plural. 


in particle, 


rule 10. 


Doings 


= 


common. 


both, 


in action. 


rule 10. 


Inferiors 


= 


common, 


both. 


in whole. 


rule 10. 


Pincers 


= 


common, 


plural. 


in part. 


rule 10. 


Ones 


= 


common, 


both. 


in whole, 


rule 10. 


Jameses 


= 


proper. 


both. 


in whole, 


rule 11. 


Armies 


= 


common, 


both. 


in whole, 


rules 7, 11. 


Lucies 


= 


proper, 


both, 


in whole. 


rules 7, 11. 


Feelings 


= 


common, 


plural. 


in action. 


rule 10. 


Measles 


= 


common. 


plural. 


in particle. 


rule 10. 


Ash3S 


= 


common. 


plural, 


in particle. 


rule 11. 


Boxes 


= 


common, 


both. 


in whole. 


rule 11. 


Embers 


= 


common, 


plural. 


in particle. 


rule 10. 


Churclies 


= 


common. 


both, 


in whole. 


rule 11. 


Oxen 


= 


common, 


both. 


in whole. 


irregular. 


R. B. Hayeses 


— 


proper. 


both. 


in whole, 


rule 11. 


News 


= 


common, 


plural, 


in part, 


rule 10. 


Movables 


= 


common, 


plural, 


in part. 


rule 10. / 


Blessings 


= 


common, 


both, 


in action. 


rule 10. 


Tweezers 


= 


common, 


plural. 


in part. 


rule 10. 


Scissors 


= 


common, 


plural,. 


in part. 


rule 10. 


Undertakings 


= 


common. 


both. 


in action, . 


rule 10. 


Sheep 


= 


common. 


both. 


in whole. 


common. 


Peoples 


= 


common. 


both. 


in whole. 


rule 10. 


0. P. Mortons 


= 


proper, 


both, 


in whole. 


rule 10. 


Waters 


= 


common, 


both. 


in substance. 


rule 10. 


Halves 


= 


common. 


both. 


in whole. 


rule 11. 


Miltons 


= 


proper, 


both, 


in whole. 


rule 10. 


Goods 


= 


common. 


plural, 


in part. 


rule 10. 


Blanches 


= 


proper, 


both. 


in whole. 


rule 11. 


iPor explanation of "Current, 


" see note 3 under Prog. XVII 


., Work-Book No. 


17, page 216. 













Tor explanation of "Origin of Name," see Appendix D, Work-Book No. 17, 
page 236. 



WORK-BOOK OF ETYMOLOGY, 



269 



Prog. IT : /. Plural. 2. Current} 3. Origin of Name} 4. Rule for Spelling. 







a. SingiTlar. 

b. Plural. 

c. Both. 


a. In whole. 

b. In action. 

c. In part or particle. 

d. In substance. 


a. Rule . 

b. Irregular. 

c. Arbitrary. 

d. Common. 


Thanks 


= plural. 


plural, 


in action, 


rule 10. 


Men 


=: plural, 


both. 


in whole. 


irregular. 


Checkers 


= plural. 


both, 


in part. 


rule 10. 


Oats 


= plural. 


plural. 


in particle. 


rule 10. 


Lungs 


= plural. 


both. 


in part, 


rule 10. 


Bowels 


= plural, 


both. 


in part. 


rule 10. 


Doings 


= plural, 


both, 


in action. 


rule 10. 


Companies 


= plural, 


both, 


in whole, 


rules 7, 11 


Ashes 


= plural, 


plural. 


in particle, 


rule 11. 


Waters 


= plural, 


both. 


in substance, 


rule lO; 


S's 


= plural, 


both, 


in whole, 


rule 12. 


Soliloquies 


= plural, 


both. 


in whole. 


rules 7, 11. 


Tens 


= plural. 


both. 


in whole. 


rule 10. 


lO's 


= plural. 


both, 


in whole. 


rule 12. 


Geese 


= plural. 


both. 


in whole, 


irregulai-. 


Peoples 


= plural. 


both. 


in whole, 


rule 10. 


Henries 


= plural. 


both, 


in whole. 


rules 7, 11. 


Joneses 


— plural. 


both. 


in whole. 


rule 11. 


Mumps 


= plural, 


plural. 


in action. 


rule 10. 


. Children 


= plural. 


both, 


in whole. 


irregular. 


SeTiator Blaines 


= plural, 


both, 


in whole. 


rule 10. 


Daniel Websters 


= plural. 


both. 


in whole. 


rule 10. 


Feet 


= plural. 


both. 


in whole. 


irregular. 


Thirds 


= plural, 


both, 


in whole, 


rule 10. 


Spoonfuls 


= plural, 


both. 


in whole, 


rule 10. 


Lucases 


= plural,, 


both, 


in whole. 


rule 11. 


Measles 


= plural. 


plui-al. 


in particle, 


rule 10. 


Warblings 


= plural, 


both. 


in action. 


rule 10. 


Tongs 


= plural. 


plural, 


in part, 


rule 10. 


Shears 


= plural, 


plural. 


in part, 


rule 10. 


Deer 


= plural, 


both. 


in whole. 


common. 


Greeks 


= plural. 


both, 


in whole. 


rule 10. 


Pneumatics 


= plural, 


plural. 


in part. 


rule 10. 


Mathematics 


= plural, 


plural, 


in part. 


rule 10. 


Dregs 


= plural, 


plural, 


in particle. 


rule 10. 


Johns 


= plural, 


both. 


in whole. 


rule 10. 


Halves 


= plural, 


both, 


in whole. 


rule 11. 


Flies 


= plural, 


both. 


in whole. 


rules 7, 11. 


1 See note 1 on previous page. 






^ See note 2 on previous page. 







260 



THE SYSTEM METHOD. 



Prog, y : 


/. Composition. 


2. Derivation. 


3. Accent. 4 


. Primary. 




a. Simple. 

b. Compound. 


a, Primitive, 
t). Derivative. 


a. Primary. 

b. Pri. and Sec. 


a. Ultimate. 

b. Penult. 

c. Antepenult. 

d. Preantepenult, 


Lawful 


= simple. 


derivative, 


pi imary. 


penult. 


Homespun 


= compound. 


primitive. 


pri. and sec. 


penult. 


Noblemen 


= compound, 


primitive. 


primary. 


antepenult. 


Hailstorm 


= compound, 


primitive. 


pri. and sec. 


penult. 


Manliness 


= simple. 


derivative. 


primary, 


antepenult. 


Friendly 


= simple. 


derivative. 


primary, 


penult. 


Hour-glass 


= compound. 


primitive. 


pri. and sec, 


penult. 


Milkmaid 


= compound, 


primitive, 


pri. and sec. 


penult. 


Gentlemen 


= compound, 


primitive, 


primary. 


antepenult. 


Gardiner 


= simple. 


derivative. 


primary. 


antepenult. 


Reform 


= simple. 


derivative. 


primary. 


ultimate. 


Large 


= simple. 


primitive. 


primary. 


ultimate. 


Quiet 


= simple. 


primitive. 


primary. 


penult. 


Sailor 


= simple. 


derivative, 


jirimary. 


penult. 


Sea-gull 


= compound, 


primitive. 


pri. and sec. 


penult. 


Steamboat 


= compound, 


primitive. 


pri. and sec. 


penult. 


Sideboard 


= compound, 


primitive. 


pri. and sec. 


penult. 


Ox-goad 


= compound, 


primitive. 


pri. and sec. 


penult. 


Book-seller 


= compound, 


derivative, 


pri. and sec. 


antepenult. 


Oat 


= simple, 


primitive. 


primary, 


penult. 


Nut-cracker 


= compound. 


derivative. 


pri. and sec. 


antei^enult. 


Wooden 


= simple, 


derivative. 


primary. 


penult. 


Stronghold 


= compound, 


primitive. 


pri. and sec. 


penult. 


Formal 


= simple, 


derivative. 


primary. 


penult. 


"Warehouse 


= compound, 


primitive. 


pri. and sec. 


penult. 


Trust 


= simple. 


primitive. 


primary. 


ultimate. 


Hilly 


= simple, 


derivative. 


primary, 


penult. 


Classmate 


= compound. 


primitive. 


pri. and sec. 


penult. 


Inkstand 


= compound. 


primitive. 


pri. and sec. 


penult. 


Brightness 


= simple. 


derivative. 


primary, 


penult. 


Grammarian 


= simple. 


derivative, 


pri. and sec, 


antepenult. 


Sharp-edged 


= compound. 


derivative. 


pri. and sec. 


penult. 


Windmill 


= compound. 


jjrimitive. 


pri. and sec. 


penult. 


Waylay 


= compound. 


primitive. 


pri. and sec. 


penult. 


Justices 


= simple. 


derivative. 


primary. 


antepenult. 


Necklace 


= compound. 


primitive. 


primary. 


penult. 


Goodman 


= compound, 


primitive. 


primary. 


penult. 


Time-piece 


= compound, 


primitive. 


pri. and sec, 


penult. 


Unfetter 


= simple. 


derivative, 


pri. and sec. 


penult. 


Bluish 


== simple, 


derivative, 


primary, 


penult, 



WORK- BO OK OF BTYMOLOaT 



261 



Prog. VI : /. Substantive. 2. Number Forms. 3. Case Forms. 4. Gender. 





a. Noun. 

b. Pronoun 


a. Singular and 
. b. Plural. 


a. Nominative, 

b. Possessive, and 

c. Objective. 


a. Masculine. 

b. Feminine. 

c. Neuter. 

d. Common. 


Church 


= noun, 


church, churches. 


church, church's, church. 


neuter. 


Girl 


= noun, 


girl, girls. 


girl, girl's, girl, 


feminine. 


He 


= pronoun, 


he, they. 


he, his, him, 


masculine. 


Mouse 1 


r= noun. 


mouse, mice, 


mouse, mouse's, mouse, 


neuter. 


Oxen 


=: noun, 


ox, oxen. 


oxen, oxen's, oxen, 


masculine. 


ChUdi 


= noun. 


child, children. 


child, child's, child. 


neuter. 


Men 


= noun, 


man, men, 


men, men's, men. 


masculine. 


We 


= pronoun, 


I, we, 


we, our, us. 


common. 


It 


=: pronoun. 


it, they. 


it, its, it, 


neuter. 


Foot 


= noun. 


foot, feet. 


foot, foot's, foot, 


neuter. 


Teeth 


= noun. 


tooth, teeth, 


teeth, teeth's, teeth. 


neuter. 


She 


= pronoun, 


she, they, 


she, her, her. 


feminine. 


Knife 


= noun. 


knife, knives, 


knife, knife's, laiife, 


neuter. 


God 


= noun. 


God, 


God, God's, God, 


masculine. 


Goddess 


= noun, 


goddess, goddesses, goddess, goddess's, goddess, 


feminine. 


Boy 


= noun, 


boy, boys, 


boy, boy's, boy. 


masculine. 


Nephew 


= noun, 


nephew, nephews. 


nephew, nephew's, nephew. 


masculine. 


Niece 


= noun, 


niece, nieces. 


niece, niece's, niece. 


feminine. 


John 


= noun, 


John, Johns, 


John, John's, John, 


masculine. 


Key 


r= noun. 


key, keys. 


key, key's, key, 


neuter. 


Wages 


= noun. 


wage, wages, 


wages, wages', wages. 


neuter. 


Odds 


= noun, 


odd, odds, 


odds, odds', odds. 


neuter. 


Doings 


= noun. 


doing, doings, 


doings, doings', doings. 


neuter. 


Others 


= noun, 


other, others, 


others, others', others. 


common. 


Basis 2 


= noun, 


basis, bases. 


basis, basis. 


neuter. 


Mary 


= noun. 


Mary, Maries, 


Mary, Mary's, Mary, 


feminine. 


They 


= pronoun, 


it (he or she), they, they, their, them. 


common. 


Jameses 


= noun. 


James, Jameses, 


Jameses, Jameses', Jameses, 


masculine. 


Who 


= pronoun. 


who, who, 


who, whose, whom, 


common. 


Uncle 


= noun. 


uncle, uncles. 


uncle, uncle's, uncle. 


masculine. 


Sir 


= noun. 


sir, sirs, 


sir, sir's, sir, 


masculine. 


Witch 


= noun. 


witch, witches, 


witch, witch's, witch. 


feminine, 


Mother 


= noun. 


mother, mothers. 


mother, mother's, mother. 


feminine. 


Host 


= noun. 


host, hosts. 


host, host's, host. 


masculine. 


Widower 


= noun, 


widower, widowers. 


, widower, widower's, widower. 


, masculine. 


Teas 


:= noun. 


tea, teas. 


teas, teas', teas. 


neuter. 


Sugars 


= noun, 


sugar, sugars. 


sugars, sugars', sugars. 


neuter. 


People 


= noun. 


people, peoples. 


people, people's, people, 


common. 


rives 


= noun. 


five, fives. 


fives, fives', fives. 


neuter. 



'See "The System Method," No. 6, Dam. III., Observation f. 
2 Foreign possessives do not take the English apostrophe. 



262 



THE SYSTEM METHOD. 



Prog. YII : /. Substantive. 2. Case Forms. 3. Plural.^ 4. Gender (in- 
dicated by) 







a. Noun. 

b. Pronoun, 


a. Nominative, 
. b. Possessive, and 
c. Objective. 


a. Regular. 

b. Irregular. 

c. Arbitrary, 
d Common, 
e. Foreign. 


a. Suffix. 

b. Prefix. 

c. Arbitra- 
ry word. 


Man 


= 


noun, 


man, man's, man, 


irregular, 


prefix. 


Geese^ 


= 


noun, 


geese, geese's, geese, 


irregular. 


arbitrary. 


Boxes 


= 


noun. 


boxes, boxes', boxes, 


regular. 


arbitrary. 


Wei 


= 


pronoun, 


we, our, us. 


arbitrary. 


arbitrary. 


Girls 


= 


noun. 


girls, girls', girls, 


regular. 


arbitrary. 


Church 


= 


noun. 


church, church's, church. 


regular. 


arbitrary. 


David 


= 


noun, 


David, David's, David, 


regular. 


arbitrary. 


History 


=: 


noun, 


history, histor3''s, history. 


regular, 


arbitrary. 


Goddess 


= 


noun, 


goddess, goddess's, goddess. 


regular. 


suffix. 


Actor^ 


= 


noun. 


actor, actor's, actor. 


regular. 


suffix. 


Widow^ 


= 


noun, 


■widow, widow's, widow, 


regular. 


suffix. 


Landlord 


= 


noun, 


landlord, landlord's, landlord. 


regular, 


suffix. 


Mouse! 


= 


noun, 


mouse, mouse's, mouse. 


irregular. 


arbitrary. 


Childi-en 


= 


noun, 


childi-en, children's, children. 


irregular. 


arbitrary. 


Bridegroom 


= 


noun. 


bridegroom, bridegroom's, etc., 


regular. 


suffix. 


Brother 


= 


noun, 


brother, brother's, brother, 


regular. 


arbitrary. 


Shei 


= 


pronoun. 


she, her, her. 


arbitrary, 


arbitrary. 


Knife 


= 


noun, . 


knife, knife's, knife, 


regular. 


arbitrary _ 


Sister 


= 


noun. 


sister, sister's, sister, 


regular. 


arbitrary. 


Nephew 


= 


noun. 


nephew, nephew's, nephew. 


regular. 


arbitrary. 


Thanks 


= 


noun, 


thanks, thanks', thanks. 


regular, 


arbitrary. 


Niece 


= 


noun. 


niece, niece's, niece. 


regular. 


arbitrary. 


He-goat 


= 


noun, 


he-goat, he-goat's, he-goat, 


regular. 


prefix. 


Landlady^ 


= 


noun. 


landladj-, landlady's, landlady. 


regular. 


suffix. 


Wages 


— 


noun. 


wages, wages', wages. 


regular. 


arbitrary. 


Odds 


= 


noun. 


odds, odds', odds. 


regular. 


arbitrary. 


Basiss 


= 


noun. 


basis, basis, 


foreign. 


arbitrary. 


Teeth 


= 


nouri. 


teeth, teeth's, teeth, 


irregular. 


arbitrary. 


Analyses^ 


= 


noun, 


analyses, analyses. 


foreign. 


arbitrary. 


Sheep 


= 


noun. 


sheep, sheep's, sheep. 


common. 


arbitrary. 


Belief 


= 


noun, 


beUef, belief's, belief, 


regular. 


arbitrary. 


Ones 


= 


noun, 


ones, ones', ones, 


regular, 


arbitrary. 


Sugars 


= 


noun. 


sugars, sugars', sugars. 


reg-ular. 


arbitrary. 



1 By calling geese^ mouse, s7ie, etc., " arbitrary " in gender is meant, simply, that there are 
no contra-goose, contra-mouse, and contra-she words derived from geese, mouse, and she (by 
prefix or suffix) to distinguish a different gender. 

2 By saying that the gender of actor, widoiv, etc., is indicated by " suffix " is meant that 
tliere are contra-actor aud contra-widow words (actr'ess and widower) derived from actor 
and widow, by suffixes, to distinguish a different gender. 

2 See note 2 of previous program. 

*Forfull explanation of grammatical number, see "The System Method," No. 6, Dems. 
I. and II. 



WORK- BOOK OF ETYMOLOGY. 



263 



Prog. YIII : /. Fund., 2. Three Parts. 3. Two Forms. 4. Rule for S. 





a. Noun. 

b. Pron. 

c. Verb. 


a. Case forma. 

b. Principal parts. 


Travel 


= verb, 


travel,-ed,-ed, 


He 


= pronoun, 


he, his, him. 


Cancel 


= verb, 


cancel,-ed,-ed, 



a. Number forms, 

b. Participle forms. 



traveling, traveled, 
he, they, 
canceling, canceled. 




rule 4. 
arbitrary, 
rule 4. 



Conscience^: noun, 
Be = verb, 

Awakei(r) =verb. 



conscience, conscience, 
be or am, was, been, 
awake, awoke, awaked. 



conscience, consciences,rules 14 a, 11. 



Bear^ 

Begin 

Thou 

WiU 

ShaU 

Bid 

Glow 

May 

Can 

Break 

Walk 

Love 

Ought 

She 

They 

Must 

Choose 

Sit 

Set 

Lie 

Lay 

House 

Caesar 

Women 

Crisis 

Oats 

CUmb 



= verb, 
= verb, 
:= pronoun, 
= verb, 
= verb, 
= verb, 
= verb, 
= verb, 
= verb, 
= verb, 
= verb, 
= verb, 
=: verb, 
= pronoun, 
= pronoun, 
= verb, 
:= verb, 
:= verb, 
= verb, 
:= verb, 
= verb, 
= noun, 
= noun, 
= noun, 
= nouu, 
= noun, 
= verb. 



Clothe (r) = verb. 
Dare (r) := verb. 
Dig (r) = verb. 
Embers = noun. 
Sheep := noun. 



being, been, 
awaking, awaked, 



bear, bore or bare, born, bearing, born. 



begin, began, begun, 

thou, thy, thee, 

will, would, 

shall, should, 

bid, bade, etc., 

glow,-ed,-ed, 

may, might, 

can, could, 

break, broke, broken, 

walk,-ed,-ed, 

love,-ed,-ed, 

ought, 

she, her her, 

they, their, them, 

must, 

choose, chose, chosen, 

sit, sat, sat, 

set, set, set, 

lie, lay, lain, 

lay, laid, laid, 

house, house's, house, 

Caesar, Caesar's, Caesar, 



arbitrary, 
rule 5. 
rule 4. 
rule 2. 
arbitrary, 
rule 1. 
rule 1. 
bidding, bade or bidden,rule 2. 



beginning, begun, 
thou, you, 



glowing, glowed. 



breaking, broken, 
walking, walked, 
loving, loved, 

she, they, 

it (he or she), they, 

choosing, choser 
sitting, sat, 
setting, set, 
lying, lain, 
laying, laid, 
house, houses, 
Caesar, Caesars, 



women, women's, women, woman, women. 



crisis, crisis, 

oats, oats', oats, 
chmb,-ed,-ed, 
clothe, clad, clad, 
dare, durst, dared, 
dig, dug, dug. 



crisis, crises, 
oat, oats, 
cUmbing, climbed, 
clothing, clad, 
daring, dared, 
digging, dug. 



embers, embers', embers, ember, embers, 
sheep, sheep's, sheep, sheep, sheep. 



arbitrary, 
arbitrary, 
rule 3. 
rule 4. 
rule 4. 
rule 5. 
rule 3. 
arbitrary, 
arbitrary, 
rule 3. 
rule 5. 
rule 2. 
rule 2. 
rule 9. 
rule 8. 

rules 11, 18 a. 
rules 10, 13 a. 
irreg'r, 13 c. 
foreign, 
rules 10, 14b 
rule 4. 
rule 5. 
rule 5. 
rule 2. 
rules 10, 14 b 
com., 13 b. 



1 Those verbs marked (r) are also regular. 

2 The perfect participles of bear are born, meaning "brought forth, " and borne, mean- 
ing "carried." 



264 



THE SYSTEM METHOD. 



Prog. IX 


: /. Prime Prefix. 2. Origin^ in 3. Derived Forms^. 


4. Generic 






a. Greek. 

b. Latin. 




Meaning? 






c. Anglo-Saxon. 




Cata 


= prime prefix, 


Greelf, 


cat, 


down. 


Ad 


= prime prefix. 


Latin, 


a, ac, af , ag, al, am, etc. 


, to. 


Cou 


= prime prefix. 


Latin, 


CO, col, com, cor, 


with. 


Auti 


=: prime prefix. 


Greek, 


ant. 


against. 


Amphi 


= prime prefix, 


Greek, 




around. 


Am 


= prime prefix, 


Latin, 


amb, ambi, an, 


around. 


Ana 


= prime prefix, 


Greek, 




through. 


Ante 


= prime prefix, 


Latin, 


anti. 


before. 


A(Gr.) 


= prime prefix. 


Greek, 


an. 


without. 


Ab 


= prime prefix, 


Latin, 


a, abs, 


from. 


A(A.-S.) 


= prime prefix. 


A.-S., 




on. 


Be 


= prime prefix. 


A.-S., 




by. 


Bi 


= prime prefix. 


Latin, 


bis. 


two. 


Circum 


= prime prefix. 


Latin, 


circu. 


around. 


Dia 


= prime prefix. 


Greeli, 


di. 


through. 


For 


= prime prefix. 


A.-S., 


fore. 


through. 


Dis (Gr.) 


= prime prefix. 


Greek, 


di. 


two. 


Fore 


= prime prefix. 


A.-S., 




before. 


Contra 


= prime prefix. 


Latin, 


contro, counter, 


against. 


De 


= prime prefix, 


Latin, 




down. 


In(A.-S.) 


= prime prefix. 


A.-S., 


im. 


in. 


Ec 


= prime prefix. 


Greek, 


ex, e, 


out. 


Dis(Lat.) 


= prime prefix. 


Latin, 


di, dif. 


apart. 


En(Gr.) 


= prime prefix. 


Greek, 


em, el. 


in. 


En(Lat.) 


= prime prefix, 


Latin, 


em. 


in. 


Mis 


= prime prefix. 


A.-S., 




wrong. 


Epi 


= prime prefix. 


Greek, 


ep, 


upon. 


Ne 


= prime prefix. 


A.-S., 


H; 


not. 


Ex 


= prime prefix. 


Latin, 


e, ef, 


out. 


Extra 


= prime prefix. 


Latin, 




beyond. 


In (Lat. =not) = prime prefix, 


Latin, 


ig, il, im, Ir, 


not. 


In (Lat. =m) = prime prefix, 


Latin, 


il, im, ir. 


in. 


Inter 


= prime prefix, 


Latin, 


iutel. 


be^,ween. 


Intro 


= prime prefix. 


Latin, 




into. 


Retro 


= prime prefix. 


Latin, 




backwards. 


Off 


= prime prefix, 


A.-S., 


of. 


from. 



1 To determine whether a prefix has its origin in Greek, Latin, or Anglo-Saxon, 
the student will refer to Appendix E of this (No. 18) Work-Book. 
. 2 See Appendix E of this Work-Book. 
' See Appendix E. 



WORK-BOOK OF ETYMOLOGY. 



265 



Prog. X: 


/, Prime Affix. 


2. Origin in 


3. Derived Forms. 


4. Generic 




a. Prefix. 

b. Suffix. 


a. Greek. 

b. Latin. 




Meaning, 






c. Anglo-Saxon. 




A(Gr.) 


= prefix. 


Greek, 


an. 


without. 


Ab 


= prefix. 


Latin, 


a, abs. 


from. 


Ard 


= suflBx, 


A.-S., 




one who. 


Dom 


= suffix, 


A.-S., 




domain of. 


Cata 


= prefix. 


Greek, 


cat. 


down. 


Ad 


= prefix. 


Latin, 


a, ac, af, ag, al, etc 


.,to. 


EQ(Gr.) 


= prefix. 


Greek, 


em, el. 


in. 


Ea (Lat.) 


= prefix. 


Latin, 


em. 


in. 


En(A.-S.) 


= prefix. 


A.-S., 


em, 


in. 


Er(Lat.) 


= suffix, 


Latin, 




one who. 


Er(A.-S.) 


= suffix. 


A.-S., 




more. 


Dis(Lat.) 


= prefix. 


Latin, 


di, dif. 


apart. 


Ante 


= prefix. 


Latin, 


anti. 


before. 


Circum 


= prefix. 


Latin, 


circu. 


around. 


Con 


= prefix, 


Latin, 


CO, col, com, c 


with. 


Ec 


= prefix. 


Greek, 


ex, e, 


out. 


A (A.-S.) 


= prefix, 


A.-S., 




on. 


Be 


= prefix. 


A.-S., 




by. 


An 


= suffix, 


Latin, 


ain, ane. 


of. 


Ful 


= suffix. 


A.-S., 




full of. 


Ate 


= suffix. 


Latin, 




quality of. 


Able 


= suffix. 


Latin, 


ble, ible. 


that can be. 


Dis(Gr.) 


:= prefix. 


Greek, 


di. 


two. 


Ex 


= prefix. 


Latin, 


6, ef, 


out. 


Mis 


= prefix, 


A.-S., 




wrong. 


Ne 


= prefix. 


A.-S., 


31, 


not. 


Isli 


= suffix. 


Latin, 




make. 


Kin 


= suffix. 


A.-S., 




little. 


Cle 


= suffix. 


Latin, 


cule. 


little. 


Ling 


= suffix, 


A.-S., 




little. 


Eer 


= suffix. 


Latin, 


ier. 


one who. 


In(Lat.=woO= prefix. 


Latin, 


ig, il, im, ir, 


not. 


Off 


= prefix, 


A.-S., 


of, 


from. 


Ance 


= suffix. 


Latin, 


ancy, ence, ency. 


quality of. 


Para 


= prefix. 


Greek, 


par, 


at side. 


Ock 


= suffix. 


A.-S., 




little. 


Ster 


= suffix. 


A.-S., 




one who. 


Ob 


= prefix. 


Latin, 


0, oc, of, op. 


against. 


Inter 


= prefix, 


Latin, 


Intel, 


between. 


Ship 


= suffix, 


A.-S., 




state of. 


In (Lat. =m) = prefix, 


Latin, 


il, im, ir. 


in. 


Id 


= suffix. 


Latin, 




quality of. 



26Q 



THE SYSTEM METHOD. 



Prog. XI: ; 


. Composition. 2. Derivation. 3. Accessory. 4. Ac. C/ass.' 




a. Simple. a. Primitive, a. Adjective. 

b. Compound.b. Derivative.b. Adverb. 


a. Qualitative. e. Modal. 

b. Quantitative, f. Local. 

c. Demonstrative, g. Intensive. 

d. Temporal. h. Causal. 


Lion-hearted 


=compound, derivative. 


adjective. 


qualitative. 


Always^ 


^compound, ^ derivative, 


adverb. 


temporal. 


Old 


=simple, primitive, 


adjective. 


qualitative. 


Heavily 


=simple, derivative. 


adverb. 


modal. 


Open-moutlied=compound, derivative, 


adjective. 


qualitative. 


Pitch-dark 


=compound, primitive. 


adjective. 


qualitative. 


Green 


=simple, primitive, 


adjective. 


qualitative. 


Together 


=simple, primitive, 


adverb. 


modal. 


Greenish 


=simple, derivative. 


adjective. 


qualitative. 


Blue-green 


=compound, primitive. 


adjective. 


qualitative. 


Backward 


=simple, derivative. 


adverb. 


modal. 


Three 


=simple, primitive. 


adjective. 


quantitative. 


Child-like 


=compound, primitive. 


adjective. 


qualitative. 


Elegant 


=:simple, primitive. 


adjective. 


qualitative. 


Ill-natured 


=compound, derivative, 


adjective. 


qualitative. 


Some 


=simple, primitive. 


adjective. 


quantitative. 


Politely 


=simple, derivative, 


adverb. 


modal. 


Sad 


=simple, primitive. 


adjective. 


qualitative. 


Lengthways^ 


=compound, derivative. 


adverb. 


modal. 


"White 


=simple, primitive. 


adj ective. 


qualitative. 


Ruinous 


=simple, derivative. 


adjective. 


qualitative. 


Severe 


=simple, primitive. 


adjective, 


qualitative. 


Immediately 


=simple, derivative. 


adverb. 


temporal. 


Here 


=simple, primitive. 


adverb. 


local. 


Rough-hewn 


=compound, derivative, 


adjective. 


qualitative. 


Sour 


=simple, primitive. 


adjective. 


qualitative. 


Constantly 


=simple, derivative. 


adverb, 


temporal. 


Lengthwise 


=simple, derivative. 


adverb, 


modal. 


Ripe 


=simple, primitive. 


adjective. 


qualitative. 


Remotely 


=simple, derivative; 


, adverb. 


modal. 


Thereabout 


=compound, primitive. 


adverb. 


local. 


Little 


=simple, primitive. 


adjective. 


quantitative. 


Thereby 


:=compound, primitive. 


adverb. 


local. 


Many 


=simple, primitive, 


adjective. 


quantitative. 


Soon 


=simple, primitive. 


adverb. 


temporal. 


Excellently 


=simple, derivative 


, adverb. 


modal. 



1 Always (from all and ways) is to be called compound, not simple; for since there 
is no prefix al, this part is counted as equivalent to the root all. 

2 For explanation of the classes of adjectives, see "The System Method," No. 6, 
Dem. XVI. ; for adverbs, see Dem. XVIII. of " The System Method," No. 6. 

2 See note under Prog. XXI., Work-Book No. 17, page 220. 



WOBK-BOOK OF ETYMOLOGY. 



267 



Prog. XII: /. Composition. 2. Derivation. 3. Accessory. 4. Ac. Class. 



Fruit-bearing 

Everywhere 

Frequently 

Well-earned 

Boldly 

When 

Largest 

Downward 

Balmy 

Anyhow 

Towards 

This 

SuflQcieutly 

Harelipped 

Then 

Happy 

Sidewise 

Needs 

Warlike 

Manly 

Therefore 

Trustworthy 

Greener 

Necessarily 

Loveliest 

Slowly 

Seaward-gazing 

Wisely 

Ill-content 

League-long 

Adjacent 

Long 

Long-haired 

The 

Yonder 

Inarticulate 

Excessively 

Meadowy 

Wholesome 

Worm-eaten 

Upward 



a. Simple. 

b. Compound. 



=compound, 

=compound, 

=simple, 

=compound, 

=simple, 

=simple, 

=simple, 

=simple, 

=simple, 

=compound, 

=simple, 

=simple, 

=simple, 

:=compound, 

=simple, 

:=simple, 

=simple, 

:=simple, 

:=simple, 

=simple, 

=:compound, 

=simple, 

^simple, 

=:simple, 

=simple, 

^simple, 

compound, 
=simple, 
=:compound, 
:=compound, 
^simple, 
^simple, 
=compound, 
=simple, 
=simi3le, 
=:simple, 
=simple, 
=simple, 
:=simple, 
^compound, 
=.simple , 



a. Primitive, a. Adjective, a. Qualitative. e. Modal. 

b. Derivative, b. Adverb, b. Quantitative, f. Local. 

c. Demonstrative. g. Intensive. 

d. Temporal. li. Causal. 



derivative, adjective, 

primitive, adverb, 

derivative, adverb, 

derivative, adjective, 

derivative, adverb, 

primitive, adverb, 

derivative, adjective, 

derivative, adverb, 

derivative, adjective, 

primitive, adverb, 

derivative, adverb, 

primitive, adjective, 
derivative, adverb, 

derivative, adjective, 

primitive, adverb, 

primitive, adjective, 

derivative, adverb, 

primitive, adverb, 

derivative, adjective, 

derivative, adjective, 

primitive, adverb, 

primitive, adjective, 

derivative, adjective, 

derivative, adverb, 

derivative, adjective, 

derivative, adverb, 

derivative, adjective, 
derivative, adverb, 

primitive, adjective, 

primitive, adjective, 

primitive, adjective, 

primitive, adjective, 

derivative, adjective, 

primitive, adjective, 

primitive, adjective, 

derivative, adjective, 

derivative, adverb, 

derivative, adjective, 

derivative, adjective, 

derivative, adjective, 

derivative, adverb. 



qualitative 

local. 

temporal. 

qualitative. 

modal. 

temporal. 

quantitative. 

modal. 

qualitative. 

modal. 

modal. 

demonstrative. 

intensive. 

qualitative. 

temporal. 

qualitative. 

modal. 

causal. 

qualitative. 

qualitative. 

causal. 

qualitative. 

qualitative. 

causal. 

qualitative. 

modal. 

qualitative. 

modal. 

qualitative. 

quantitative. 

qualitative. 

quantitative. 

qualitative. 

demonstrative. 

demonstrative. 

qualitative. 

intensive. 

qualitative. 

qualitative. 

qualitative. 

local. 



268 



THE SYSTEM METHOD. 



Prog. XIII : /. Nature 


} 2. Consolidt 


ition. 3. Cc 


wnection. 4. Generic 




a. Etymon prop 

b. Separable. 

c. Equivocal. 


1. a. Consolidated, 

b. Hyphened. 

c. Separate. 


. a. Accessorj 

b. Adjunct. 

c. Base. 


Meaning.^ 


Fine 


= separable. 


separate. 


accessory. 


of good quality. 


Apples 


= separable. 


separate. 


base. 


fruit. 


A 


= separable, 


separate, 


accessory. 


one. 


Rich 


= separable, 


separate, 


accessory, 


wealthy. 


Man 


= separable. 


separate. 


base. 


human being. 


Ab 


= etymon pr.. 


consolidated. 


adjunct. 


from. 


Solve 


= separable. 


consolidated. 


base. 


loose. 


Heart 


= separate. 


hyphened, 


adjunct, 


a vital organ. 


Broken 


= separable. 


hyphened, 


base. 


parted. 


The 


= separable. 


separate. 


accessory. 


that one. 


Most 


= separable. 


separate. 


accessory, 


super, of "more." 


Delicious 


= separable. 


separate. 


accessory, 


pleasing. 


Fruit 


= separable. 


separate. 


base. 


product. 


Contra 


= etymon pr., 


consolidated, 


adjunct. 


against. 


Diet 


= etymon pr., 


consolidated. 


base. 


say. 


American 


= separable. 


separate. 


accessory, 


of America. 


Policy 


= separable. 


separate, 


base. 


system of management. 


Be 


= equivocal. 


consolidated. 


adjunct. 


^1- 


Side 


= separable, 


consolidated. 


base. 


margin. 


Air 


= separable. 


hyphened. 


adjunct, 


gas. 


Built 


= separable. 


hyphened. 


base. 


formed. 


A 


= equivocal. 


consolidated. 


adjunct. 


to. 


Scend 


= etymon pr.. 


consolidated. 


base. 


climb. 


Tran 


= etymon pr.. 


consolidated. 


adjunct. 


across. 


Scend 


= etymon pr.. 


consolidated. 


base. 


climb. 


Rough 


= separable. 


hyphened. 


adjunct, 


not smooth. 


Hewn 


= separable. 


hyphened. 


base. 


cut. 


Siberian 


= separable. 


separate. 


accessory. 


of Siberia. 


Snows 


= separable. 


separate. 


base, 


frozen vapor. 


Termin 


= etymon pr.. 


consolidated, 


base. 


limit. 


Ate 


= equivocal. 


consolidated. 


adjunct. 


make. 


Civil 


= separable, 


consolidated. 


base. 


tame. 


Ize 


= etymon pr.. 


consolidated. 


adjunct. 


make. 



^ Separable : a word part which can be used by itself as a distinct word whole ; 
as, solve In absolve^ side in beside. Etymon proper : a word part which cannot be used 
by itself as a distinct word whole ; as trails and cend in transcend. Equivocal : a word 
part which is used both as an etymon proper and as a separate word, but with differ- 
ent significations; as, be in beside. Be in beside signifies "by;" but the same com- 
bination of letters (be) may be used by itself, and when so used signifies " exist." 

^Eor the generic meaning of the prefixes and suflBxes, see Appendix E, page 290; 
for the meaning of the roots, consult Webster's or Worcester's Unabridged Dictionary. 



WORK-BOOK OF ETTMOLOOT. 



269 



Prog. XIT : /. Nature. 2 


. Consolidation. 


3. Connection. 4. Generic 




a. Etymon proper. 

b. Separable. 

c. Equivocal. 


a. Consolidated. 

b. Hyphened. 

c. Separate. 


a. Accessory. 

b. Adjunct. 

c. Base. 


Meaning. 


Un 


= etymon pr., 


consolidated, 


adjunct. 


back. 


Tie 


= separable. 


consolidated. 


base. 


fasten. 


Intro 


= etymon pr.. 


consolidated. 


adjunct. 


into. 


Duce 


= etymon pr., 


consolidated, 


base. 


lead. 


111 


= separable. 


hyphened, 


adjunct. 


bad. 


Content 


= separable. 


hyphened, 


base, 


satisfied. 


Mis 


= etymon pr.. 


consolidated. 


adjunct. 


wrong. 


Guide 


= separable. 


consolidated, 


base. 


direct. 


Both 


= separable. 


se23arate, 


accessory. 


two. 


Arms 


= separable, 


separate, 


base. 


limbs. 


Occup 


= etymon pr.. 


consolidated. 


base. 


hold. 


Ancy 


= etymon pr., 


consolidated. 


adjunct. 


quality of. 


Ripe 


= separable. 


separate, 


accessory. 


mature. 


Cherries 


= separable. 


separate. 


base, 


a kind of fruit. 


Good 


= separable. 


hyphened, 


adjunct. 


desirable. 


Looking 


= separable, 


hyphened. 


base. 


try to see. 


Vigil 


= separable. 


consolidated. 


base. 


watch. 


Ance 


= etymon pr.. 


consolidated, 


adjunct. 


quality of. 


Quie 


= etymon pr.. 


consolidated, 


base. 


quiet. 


Tude 


= etymon pr., 


consolidated, 


adjunct. 


state of. 


Male 


= equivocal, 


consolidated, 


adjunct. 


bad. 


Fact 


= equivocal. 


consolidated. 


base. 


do. 


Or 


= equivocal. 


consolidated. 


adjunct. 


one who. 


Egyptian 


= separable, 


separate. 


accessory. 


of Egypt. 


Lily 


= separable. 


separate. 


base. 


a plant. 


Ob 


= etymon pr.. 


consolidated. 


adjunct. 


against. 


Ject 


= etymon pr.. 


consolidated. 


base. 


throw. 


The 


= separable. 


separate, 


accessory, 


that one. 


Austrian 


= separable. 


separate, 


accessory. 


of Austria. 


Army 


= separable. 


separate. 


base. 


armed men. 


Hard 


= separable. 


hyphened, 


adjunct. 


earnestly. 


Working 


= separable. 


hyphened, 


base, 


laboring. 


Out 


= separable. 


consolidated. 


adjunct, 


beyond. 


Run 


= separable. 


consolidated, 


base. 


move swiftly. 


Ad 


= etymon pr.. 


consolidated. 


adjunct. 


to. 


Her 


= equivocal, 


consolidated. 


base. 


stick. 


Ence 


= etymon pr., 


consolidated. 


adjunct. 


state of. 


Rude 


= separable. 


consolidated. 


base. 


rough 


Ness 


= etymon pr.. 


consolidated, 


adjunct, 


state of. 


Per 


= separate, 


consolidated. 


adjunct, 


through. 


For 


= equivocal, 


consolidated. 


base. 


bore. 


Ate 


= equivocal, 


consolidated, 


adjunct. 


make. 



270 



THE SYSTEM METHOD. 



Prog. XT : /. Nature. 2. Part of Word. 3 Part of Speech.^ 4. Generic 







a. Etymon proper. 

b. Separable. 

c. Equivocal. 


a. Prefix. 

b. Root. 

c. Suffix. 


a. Noun. 

b. Verb. 

c. Adjective. 

d. Arbitrary. 


Meaning. 


Contempt 


= 


separable, 


root, 


noun, 


scorn. 


Ible 


= 


etymon pr.. 


suflix. 


adjective, 


worthy of. 


Tarn 2 


= 


separable. 


root. 


verb. 


to conquer. 


Able 


= 


equivocal. 


suffix, 


adjective. 


that can be. 


Be 


= 


equivocal, 


prefix, 


arbitrary. 


be. 


Stir 


= 


separable. 


root, 


verb. 


move. 


Drunk 


= 


separable. 


root. 


adjective. 


intoxicated. 


Ard 


= 


etymon pr.. 


suffix. 


noun. 


one who. 


Dis 


== 


etymon pr.. 


prefix, 


arbitrary. 


apart. 


Join 


= 


separable. 


root, 


verb. 


yoke. 


Be 


= 


equivocal, 


prefix, 


verb. 


be. 


Dew 


= 


separable. 


root. 


noun. 


moisture. 


N 


= 


etymon pr., 


prefix. 


arbitrary. 


not. 


Either 


= 


separable. 


root, 


adjective. 


one of two. 


Dis 


= 


etymon pr.. 


prefix. 


arbitrary. 


not. 


Flease 


= 


separable. 


root, 


verb. 


to make glad. 


Re 


= 


etymon pr.. 


prefix. 


verb. 


again. 


New 


= 


separable. 


root, 


adjective, 


recent. 


Al 


= 


etymon pr.. 


suffix. 


noun. 


act of. 


Christi* 


= 


separable. 


root. 


noun. 


Christ. 


An 


= 


equivocal. 


suffix, 


adjective. 


of. 


Em 


= 


equivocal. 


prefix. 


verb, 


in. 


Body 


= 


separable. 


root. 


noun. 


frame. 


Missiona^ 


= 


se|)arable. 


root. 


noun. 


a sending. 


Ry 


= 


etymon pr.. 


suffix. 


arbitrary. 


one who. 


Blacli 


= 


separable. 


root. 


adjective. 


darkest color. 


En 


= 


etymon pr.. 


suffix, 


verb. 


make. 


En 


= 


etymon pr.. 


prefix. 


verb. 


in. 


Trap 


= 


separable. 


root. 


noun. 


a stratagem. 


Wood 


= 


separable. 


root. 


noun. 


substance of trees. 


En 


= 


etymon pr., 


suffix. 


adjective. 


of. 


Fore 


= 


equivocal. 


prefix, 


arbitrary, 


before. 


Tell 


= 


separable. 


root. 


verb. 


speak. 



^ Roots are classed as nouns, verbs, adjectives, according as they are most fre- 
quently found in sentences. Prefixes and suffixes are nouns, vei'bs, adjectives, when 
thej' change a root into a noun, verb, adjective, respectively; when they do not thus 
change a root, they are arbitrary. 

'^The e in tame is dropped in accordance with Rule V. for spelhng. 

"In Christi, the i is no part of the seiDarable word Christ, but is merely formative; 
i. e., it is added to the root Christ to make the suffix a7i coalesce with that root. The 
a in missionary is to be treated in the same way. 







WORK-BOOK OF 


ETYMOLOGY. 


271 


Prog. XYI 


''. 1. Nature. 


2. Pari of Word. 3. Part of Speech. 4. Generic 






a. Etymon proper. a. Preflx. 

b. Separable. b. Eoot. 


a. Noun. 

b. Verb. 


Meaning. 






c. Equivocal. 


c. Suffix. 


c. Adjective. 

d. Arbitrary. 




A 


= 


equivocal. 


prefix. 


arbitrary. 


from. 


Rise 


= 


separable. 


root, 


verb. 


go up. 


N 


= 


etymon pr., 


prefix, 


arbitrary, 


not. 


One 


= 


separable. 


root. 


adjective. 


single. 


Under 


= 


equivocal, 


prefix, 


arbitrary. 


beneath. 


Mine 


= 


separable. 


root. 


verb. 


dig. 


Be 


= 


equivocal. 


prefix, 


arbitrary. 


be. 


Set 


= 


separable. 


root. 


verb. 


place. 


For 


= 


equivocal, 


prefix. 


arbitrary. 


through. 


Give 


= 


separable. 


root. 


verb. 


grant. 


Be 


= 


equivocal. 


prefix. 


verb. 


be. 


Friend 


= 


separable. 


root. 


noun. 


a well-wisher. 


Teach 


= 


separable. 


root. 


verb. 


instruct. 


Able 


= 


equivocal. 


suffix. 


adjective. 


that can be. 


Un 


= 


etymon pr.. 


prefix. 


arbitrary. 


not. 


Taught 


= 


separable. 


root, 


verb. 


instructed. 


Scliolar 


= 


separable. 


root. 


noun. 


learner. 


Ly 


= 


etymon pr., 


suffix. 


adjective. 


like. 


Un 


= 


etymon pr., 


prefix. 


adjective. 


not. 


Schooled = 


separable. 


root. 


verb. 


trained. 


Health 


= 


separable. 


root. 


noun. 


well-being. 


Y 


= 


etymon pr.. 


suffix. 


adjective. 


of. 


King 


= 


separable. 


root. 


noun. 


chief ruler. 


Doni 


= 


etymon pr., 


suffix. 


arbitrary. 


domain of. 


Hast^ 


= 


separable. 


root. 


noun, 


speed. 


En 


= 


etymon pr.. 


suffix. 


verb. 


make! 


Begin n- 


= 


separable. 


root, 


verb. 


commence. 


Er 


= 


etymon pr.. 


suffix. 


noun, 


one who. 


Pay 


= 


separable. 


root. 


verb. 


compensate. 


Ment 


= 


etymon pr.. 


suffix. 


noun. 


act of. 


Un 


= 


etymon pr., 


prefix. 


arbitrary. 


not. 


Paid 


= 


separable. 


root, 


verb. 


compensated 


Pay 


= 


separable. 


root. 


verb, 


compensate. 


Ee 


= 


etymon pr.. 


suffix. 


noun, 


to whom. 


With 


= 


equivocal. 


prefix, 


arbitrary. 


against. 


Stand 


= 


separable. 


root, 


verb. 


remain erect. 


Over 


= 


equivocal. 


prefix. 


arbitrary. 


beyond. 


Looli 


= 


separable. 


root. 


verb. 


see. 



1 The 6 of haste is dropped in accordance with Rule V. for spellmg. 

2 The n of begin is doubled in accordance with Rule II. for spelling. 



272 



THE 8T8TEM METHOD. 



Prog. XYIl: /. Nature. 2. Pant of Word. 3. Origin in^ 4. Generic 





a. Etymon proper. 

b. Separable. 


a. Prefix. 

b. Root. 


a. Greek. 

b. Latin. 


HHeaning. 




c. Equivocal. 


c. Suffix. 


c. Anglo-Saxon 




Gold 


= separable, 


root. 


A.-S., 


a precious metal. 


En 


= etymon pr., 


suffix. 


A.-S., 


like. 


A 


= equivocal. 


prefix. 


Greek, 


without. 


Path 


= equivocal, 


root, 


Greek, 


suffer. 


Y 


= etymon pr.. 


suffix. 


Latin, 


state of. 


Syn 


= etymon pr.. 


prefix. 


Greek, 


with. 


Tact 


= equivocal, 


root. 


Greek, 


arrange. 


Ic ' 


= etymon pr., 


suffix. 


Greek, 


of. 


Sym 


= etymon pr., 


prefix. 


Greek, 


with. 


Metr 


= etymon pr., 


root. 


Greek, 


measure. 


y 


= etymon pr.. 


suffix, 


Latin, 


state of. 


Kitt2 


= separable. 


root. 


A.-S., 


cat. 


En 


= etymon pr.. 


suffix. 


A.-S., 


like. 


An 


= equivocal, 


prefix. 


Greek, 


without. 


Arch 


= equivocal, 


root. 


Greek, 


rule. 


Y 


= etymon pr., 


suffix. 


Latin, 


state of. 


A 


= equivocal. 


prefix. 


Latin, 


away. 


Vert 


= etymon pr., 


root. 


Latin, 


turn. 


Abs 


= etymon pr.. 


prefix. 


Latin, 


from. 


Tain 


= etymon pr.. 


root, 


Latin, 


stretch. 


Ana 


= etymon pr., 


prefix, 


Greek, 


through. 


Lyze 


= etymon pr.. 


root. 


Greek, 


loose. 


Cardi 


= etymon pr.. 


root, 


Greek, 


heart. 


Ac 


= etymon pr.. 


suffix. 


Greek, 


of. 


Cour 


= etymon pr.. 


root. 


Latin, 


heart. 


Age 


= equivocal, 


suffix. 


Latin, 


state of. 


Dia 


= etymon pr.. 


prefix. 


Greek, 


through. 


Meter 


= separable. 


root. 


Greek, 


measure. 


Cata 


= etymon pr.. 


prefix. 


Greek, 


throughout. 


Logue 


= etymon pr.. 


root. 


Greek, 


speech. 


Anti 


= etymon pr.. 


prefix. 


Greek, 


against. 


Path 


= equivocal. 


root. 


Greek, 


suffer. 


Y 


= etymon pr.. 


suffix. 


Latin, 


state of. 


Preach = separable. 


root, 


Latin, 


proclaim. 


Er 


= etymon pr.. 


suffix. 


Latin, 


one who. 


Cat 


= equivocal. 


prefix. 


Greek, 


throughout. 


Hoi 


= etymon pr.. 


root. 


Greek, 


whole. 


Ic 


= etymon pr.. 


suffix. 


Greek, 


one who. 



1 For the origin of the prefixes and suffixes, see Appendix E of this Work-Book. 
To determine the origin of the roots, consult Webster's or Worcester's Dictionary. 
^ The t of kitten is doubled by Eule II. for spelling. 



WOBK-BOOK OF ETYMOLOGY. 



273 



Prog. XVIII: /. Nature. 2. P'tof Word. 3. Anglicizaiion.^ 4. Origin in 



.Team 
Ster 
Extra 
Ordina 

Ry 

In 

Vade 

Under 

Stand 

Peri 

Osteum : 

Animal ; 

Ciile 

Wesley^: 

An 

Pre 

Sid 

Ency 

De 

Pend 

Ent 

Four 

Teen 

Pro 

Gnosis 

In 

Born 



a. Etymon proper. 

b. Separable. 

c. Equivocal. 

separable, 
etymon pr.,, 
equivocal, 
etymon pr., 
etymon pr., 
equivocal, 
etymon pr., 
equivocal, 
separable, 
etymon pr., 
etymon pr., 
separable, 
etymon pr., 
separable, 
equivocal, 
etymon pr., 
etymon pr., 
etymon pr., 
etymon pr., 
equivocal, 

: etj'mon pr., 

: separable, 

: equivocal, 

: etymon pr., 

: etymon pr., 

: equivocal, 

: separable. 



a. Prefix. 

b. Root. 

c. Suffix. 

root, 

suffix, 

prefix, 

root, 

suffix, 

prefix, 

root, 

prefix, 

root, 

prefix, 

root, 

root, 

suffix, 

root, 

suffix, 

prefix, 

root, 

suffix, 

prefix, 

root, 

suffix, 

root, 

root, 

prefix, 

root, 

prefix, 

root. 



a. Anglicized. 

b. Unanglicized. 

Anglicized, 

Anglicized, 

Anglicized, 

unanglicized, 

Anglicized, 

Anglicized, 

unanglicized, 

Anglicized, 

Anglicized, 

unanglicized, 

unanglicized, 

Anglicized, 

unanglicized, 

Anglicized, 

Anglicized, 

Anglicized, 

unanglicized, 

Anglicized, 

unanglicized, 

Anglicized, 

Anglicized, 

Anglicized, 

Anglicized, 

unanglicized, 

unanglicized. 

Anglicized, 

Anglicized, 



a. Greek. 

b. Latin. 

c. A.-S. 

A.-S. 

A.-S. 

Latin. 

Latin. 

Latin. 

Latin. 

Latin. 

A.-S. 

A.-S. 

Greek. 

Greek. 

Greek. 

Latin. 

Latin. 

Latin. 

Latin. 

Latin. 

Latin. 

Latin. 

Latin. 

A.-S. 

A.-S. 

Greek. 

Greek. 

A.-S. 

Greek. 



1 Anglicized roots are such word parts as are also current in English as separate 
word wholes ; unanglicized roots are such as, though possibly used in Greek, Latin, 
or Old Anglo-Saxon, are still never to be found in Enghsh as separate word wholes, 
but only as combined with one or more affixes. Anglicized prefixes and suffixes are 
such as are added to current English words, that is, Anglicized roots ; unanglicized 
prefixes and suffixes are not added to current English words, but always to roots not 
current in English; that is, unanglicized roots. To determine whether a root is 
Anglicized or unanglicized,. consult the dictionary. For the prefixes and suffixes, see 
the Etymological Work-Tree. 

' Whenever, as in the case of Wesley ., the student cannot find that the word has 
its origin in Greek, Latin, or Anglo-Saxon, he may leave it blank. This is because 
the division into Greek, Latin, and Anglo-Saxon does not include modern proper 
names. 

18 



2U 



TEE SYSTEM METHOD. 



Prog. XIX. 


—Branching by the Learner's Work-Tree. 


A 


=etymon, 


prefix, 


Anglicized, 


A-S., 


on. 




Shore 


=etymon, 


root, 


base, 


noun. 


Anglicized, 


common. 


Ni 


=etynion. 


prefix, 


Anglicized, 


A.-S., 


not. 




Either 


=etymon. 


root, 


adjunct, 


adjective. 






Con 


=etymon. 


prefix, 


Anglicized, 


Latin, 


with. 




Tempt 


=etymon, 


root. 


base. 


verb. 


unanglicized,Latin. 


Ible'' 


^etymon, 


suffix. 


Anglicized, 


adjective. 


worthy of. 




N 


=etymon, 


prefix. 


Anglicized, 


A.-S., 


not. 




One 


=etymon, 


root. 


adjunct. 


adjective. 






For 


=etynion, 


prefix. 


Anglicized, 


A.-S., 


through. 




Give 


=etymon, 


root, 


base. 


verb. 


Anglicized, 


irregular. 


Drunk 


=etymon, 


root. 


base. 


verb. 


Anglicized, 


irregular. 


Ard 


=etymon, 


suffix. 


Anglicized, 


noun. 


one who. 




Dis 


=etymon, 


prefix, 


Anglicized, 


Latin, 


apart. 




Join 


=etymon, 


root, 


base. 


verb. 


Anglicized, 


regular. 


Wiz 


=etymon, 


root. 


adjunct. 


adjective. 






Ard 


=etymon. 


suffix, 


Anglicized, 


noun. 


one who. 




Be 


=etymon. 


prefix. 


Anglicized, 


A.-S., 


be. 




Dew 


=etymon, 


root. 


base, 


noun, 


Anglicized, 


common. 


Dis 


=etymon. 


prefix. 


Anglicized, 


Latin, 


not. 




Please 


=etymon, 


root, 


base. 


verb. 


Anglicized, 


regular. 


Ke 


=etymon, 


prefix. 


Anglicized, 


Latin, 


again. 




New 


:=etymon, 


root. 


adjunct. 


adjective. 






Al 


=etymon, 


suffix. 


Anglicized, 


noun. 


act of. 




Black 


=etymon. 


root. 


adjunct. 


adjective. 




* 


En 


^etymon. 


suffix. 


Anglicized, 


verb. 


make. 




En 


=etymon, 


prefix. 


Anglicized, 


A-S., 


in. 




Trap 


:=etymon, 


root. 


base. 


verb. 


Anglicized, 


regular. 


Be 


=etymon, 


prefix. 


Anglicized, 


A.-S., 


be. 




Friend 


=etymon, 


root. 


base. 


noun. 


Anglicized, 


common. 


Teach 


=etynion. 


root. 


base. 


verb. 


Anglicized, 


irregular. 


Able 


=etymon. 


suffix. 


Anglicized, 


adjective. 


that can be. 




Un 


=etymon. 


prefix. 


Anglicized, 


A-S., 


not. 




Taughl 


t=etymon. 


root. 


base, 


verb, 


Anglicized, 


irregular. 


Un 


=etymon, 


prefix, 


Anglicized, 


A.-S., 


not. 




School 


=etymon, 


root. 


base. 


noun. 


Anglicized, 


common. 


Ed 


:=etymon, 


suffix, 


Anglicized, 


adjective. 


with. 




Health 


=etymon. 


root. 


base, 


noun. 


Anglicized, 


common. 


Ful 


:=etynion, 


suffix. 


Anglicized, 


adjective. 


full of. 




King 


=etymon, 


root. 


base. 


noun. 


Anglicized, 


common. 


Dom 


:=etymon, 


suffix. 


Anglicized, 


noun. 


state of. 





1 N being a derived form of the prefix ne, only the form ne appears on the work- 
tree. For derived forms, see Appendix E of this Work-Book. 
"^ Ihle is a derived form of able. > 




t-mSiSS- 






4> 



1^' 






<^ 



.^-^v^ 



WOBK-BOOK OF ETYMOLOGY. 



275 



Prog. XX.— Branching by the Learner's Work-Tree. 



A 


=etymon, 


prefix, 


Anglicized, 


A.-S., 


from. 




Wake 


=etymon, 


root, 


base. 


verb. 


Anglicized, 


irregular. 


Drunk 


: =etymon. 


root. 


adjunct. 


adjective. 






Ard 


=etymon, 


suffix, 


Anglicized, 


noun. 


one who. 




Gift 


=etymon, 


root, 


base. 


noun. 


Anglicized, 


common. 


Ed 


:=etymon, 


suffix, 


Anglicized, 


adjective. 


with. 




Boun 


=etymon. 


root, 


base. 


verb. 


unanglicized. 


A.-S. 


D 


=etymon, 


suffix. 


Anglicized, 


verb, 


finished. 




Be 


=etymon, 


prefix. 


Anglicized, 


A.-S., 


be. 




Think 


=etymon, 


root, 


base, 


verb, 


Anglicized, 


irregular. 


Be 


=etynion. 


prefix, 


Anglicized, 


A.-S„ 


by. 




Cause 


=etymon, 


root. 


base. 


noun. 


Anglicized, 


common. 


Ani 


=etymon, 


prefix, 


unanglicized. 


, Greek, 


without. 




Onym 


—etymon, 


root. 


base, 


noun. 


unanglicized, 


Greek. 


Ous 


=etymon, 


suffix. 


unanglicized 


, adjective. 


quality of. 




In 


=etymon. 


prefix. 


Anglicized, 


Latin, 


not. 




Ef 


=etynion. 


prefix. 


Anglicized, 


Latin, 


out of. 




Fici 


=etymon, 


root, 


base. 


verb, 


unanglicized. 


Latin. 


Ent^ 


=etymon, 


suffix. 


unanglicized 


, adjective. 


ing. 




Amphi 


=etymon. 


prefix. 


unanglicized 


, Greek, 


double. 




Bi 


=etymon, 


root, 


base, 


noun. 


unanglicized, 


Greek. 


Ous 


=etymon. 


suffix. 


unanglicized, adjective. 


quality of. 




Inter 


=etymon, 


prefix, 


Anglicized, 


Latin, 


between. 




Cede 


=etymon. 


root. 


base. 


verb. 


unanglicized. 


Latin. 


Ana 


=etymon, 


prefix. 


unanglicized; 


, Greek, 


again. 




Bapt 


=etymon, 


root. 


base, 


verb. 


unanglicized. 


Greek. 


1st 


=etymon. 


suffix. 


Anglicized, 


noun. 


one who. 




Squal 


=:etymon. 


root, 


base. 


noun. 


unanglicized. 


Latin. 


Oid 


=etymon, 


suffix. 


unanglicized, adjective. 


like. 




Opu 


=etynion, 


root, 


base. 


noun. 


unanglicized. 


Latin. 


Lent 


=etymon. 


suffix. 


unanglicized 


, adjective. 


full of. 




Tartar 


=etymon, 


root. 


base. 


noun. 


Anglicized. 




Ean 


=etymon. 


suffix. 


unanglicized, adjective, 


of. 




Anti 


=etymon. 


prefix. 


Anglicized, 


Greek, 


opposite. 




Pode 


=etymon. 


root, 


base. 


noun. 


unanglicized. 


Greek. 


S 


=etymon, 


suffix. 


Anglicized, 


noun. 


two or more. 




Phys 


=etynion, 


root. 


base. 


noun. 


unanglicized. 


Greek. 


Ics 


=etynion, 


suffix. 


unanglicized; 


, noun. 


things of. 




Ethm 


=etymon, 


root, 


base, 


noun. 


unanglicized. 


Greek. 


Oid 


=etymon. 


suffix. 


unanglicized, adjective. 


like. 




Organ 


=etymon. 


root. 


base, 


noun. 


Anglicized, 


common. 


Ize^ 


=etymon, 


suffix. 


Anglicized, 


verb. 


make. 





1 An is a derived form of a. 2 ^>j^ jg derived from arU. ^ Ize is derived from ise. 



276 



TEE SYSTEM METHOD. 



Prog. XXI. 



Se 


=etynion. 


Greg 


=etynion. 


Ate 


=etymon. 


Para 


=etyHion, 


Dox 


=etymon, 


Con 


=etymon, 


Flu 


=etymon. 


Ence 


=etymon, 


Ir 


=etymon, 


Ke 


=etymon. 


Sol 


=etymon, 


Ute 


=6tymon, 


Sapon 


=etymon, 


Acei 


=etymon. 


Ous 


=etynion, 


Sub 


:=etymon. 


Merge 


:=etymon. 


Suf 


:=etymon, 


Fer 


=etymon, 


Peri 


=etynion. 


Osteurc 


I := etymon. 


Savag 


=etymon, 


Er 


=etymon, 


Y 


=etymon, 


Per 


=etymon. 


Cent 


=etymon, 


Age 


=etymon. 


Supra 


=etymon. 


Orbit 


=etymon, 


Al 


=etymon. 


Sur 


=etymon. 


Vey 


=etymon. 


Con 


=etymon. 


Vey 


=etymon. 


Ance 


=etymou, 


Syn 


=etymon. 


Cbron 


=etymon. 


Ous 


=etymon, 


Pro 


=etymon. 


Gram 


=etymon, 



root, base, 

suffix, Anglicized, 

prefix, Anglicized, 

prefix, Anglicized, 

root, base, 



unanglicized, Latin, 
make, 
at side. 

unanglicized, Greek, 
together. 

unanglicized, Latin, 
act of. 
not. 



unanglicized, Latin. 



,— Branching by the Learner's Work-Tree, 

prefix, unanglicized, Latin, apart. 

root, base, noun, 

suffix, unanglicized, verb, 

prefix, unanglicized, Greek, 

root, base, noun, 

prefix, Anglicized, Latin, 

verb, 

noun, 

Latin, 

Latin, 

verb, 
suffix, unanglicized, adjective, quality of. 
root, base, noun, unanglicized, Latin 

suffix, unanglicized, noun, state of. 

suffix, unanglicized, adjective, quality of. 
prefix, Anglicized, Latin, under, 

root, base, verb, 

prefix, Anglicized, Latin, 
root, base, verb, 

prefix, unanglicized, Greek, 
root, base, noun, 

root, adjunct, adjective, 

suffix, Anglicized, adjective, more, 
suffix, unanglicized, noun, state of 

prefix, unanglicized, Latin, 
root, adjunct, adjective 

suffix, Anglicized, noun, 
prefix, AnglicL'Jed, Latin, 
root, base, noun, 

suffix, unanglicized, adjective, of. 
prefix, Anglicized, Latin, under. 

verb, 

Latin, 

noun, 

noun. 



Anglicized, regular, 
under. 

unanglicized, Latin, 
around, 
unanglicized, Greek. 



through. 

pay for. 

over. 

Anglicized, common, 



root, base, 

prefix, Anglicized, 

root, base, 

suffix, Anglicized, 

prefix, unanglicized, Greek, 

root, base, noun, 

suffix, unanglicized, adjective, quality of. 

prefix, unanglicized, Latin, forth. 

root, base, noun, unanglicized, Greek. 

*This is the same as aey, the y being changed to e. See exception to Rule VII., 
Appendix C, Work-Book No. 17, page 196. 



unanglicized, Latin. 

with. 

unanglicized, Latin. 

act of. 

with. 

unanglicized, Greek. 



WORK-BOOK OF ETTMOLOOT. 



27Y 



Prog. XXII : /. Prefix+Rad- 
ical-\-Suffix. 



2. Radical 3. Affixes 4. Etymolog- 
from. from, ical meaning. 



Morsel 

Table 

Going 

Outlive 

Bagging 

Wolfish 

Soldiery 

Ferry 

Manikin 

Naught 

Connect 

Corrugate 1 

Nibble 

Leaving 

Dribble 

Magnify 

Gosling 

Aquatic 

Periodic 

Notice 

Utter 

Controvert 

Stupid 

Puerile 

Hummock 

Balloon 

Campbellite ^ 

Macadamize ^ 

Donation 



a. Greek. 

b. Latin. 

c. Anglo-Sax. 

= mors-|-el, Latin, 

= tab-j-le, Latin, 

= go-j-ing, A.-S., 

= out-flive, A.-S., 

= bagg+ing, A.-S., 

= wolf+ish, A.-S., 

= soldie-|-ry, Latin, 

= fer-|-ry, Latin, 

= mani-f-kin, A.-S., 

= n-|-auglit, A.-S., 

=^ con-|-nect, Latin, 

= cor-(-rug-|-ate, Latin, 

= nibb+le, A.-S., 

= leav+ing, A.-S., 

= dribb+le, A.-S., 

= magni-(-fy, Latin, 

= gos-j-ling A.-S., 

= aquat-j-ic, Latin, 

= peri-|-od-(-ic, Greek, 

= not+ice, Latin, 

= utt+er, A.-S., 

= contro+vert, Latin, 

= stup-j-id, Latin, 

= XDuer-|-ile, Latin, 

= bumm-j-ock, A.-S., 

= ball-foon, A.-S., 

= Campbell-|-ite, 



a. Greek. 

b. Latin. 

c. Anglo-Saxon. 

Latin, little bite. 

Latin, like board. 

A.-S., continuing go. 

A.-S., live beyond. 

A.-S., continuing bag. 

A.-S., like wolf. 

Latin, aggregate of soldiers. 

Latin, place where bear. 

A.-S., little man. 

A.-S., not any thing. 

Latin, tie together, 

Latin, make wrinkle with. 

A.-S., repeatedly nip. 

A.-S., thing left. 

A.-S., repeatedly drip. 

Latin, make great. 

A.-S., little goose. 

Latin, of water. 

Greek, of way around. 

Latin, thing mark. 

A.-S., more out. 

Latin, turn against. 

Latin, quality of stupor. 

Latin, pertaining to boy. 

A.-S., little hump. 

A,-S., large ball. 

Latin, one who Campbell-s. 

Latin, make Mac Adam. 

Latin, act of make gift. 



macadam-(-ize, 
don-j-at+ion, Latin, 

^ In all cases, the suffixes ate, ite, and ute are to be treated as suffiuxes, not as a 
part of the root. This is done that the simplest form of the root may not be dis- 
guised, but may be seen to be the same in the greatest possible number of words. 
For example, the words decline and declination are to be divided into de-|-cline (root, 
cline), and de-j-clin-[-at-|-ion (root, clin), not de-|-clinat-)-ion (root, clinat) ; since 
the latter division would lead the student to suppose that these two words are made 
from different roots (cUne and clinat). He would thus miss the great aim of this 
study, which is to enable the learner to master the multitude of words by reducing 
their etymon parts to the least possible number of classes. When, however, the 
meaning of aie, ite, and ute ("make") gives no force to, and cannot be united with, 
the other parts of the etymological meaning, it may be omitted. 

^ See note 2 under Proir. XVIII. 



278 



THE SYSTEM METHOD. 



Prog. XXIII : /. Prefix-\-Rad- 2 
ical-\- Suffix. 



Accede 

Conductor 

Discussion 

Organize 

Invisible 

Library 

Introduction 

Martyrdom 

Nameless 

Prosecute 

Consequence 

Admonish 

Pursue 

Avocation ^ 

Propose 

Intrusion 

Rebellion 

Untenable 

Remission 

Lovable 

Therapeutics 

Syntactic 

Tabernacle 

Amplitude 

Congregation ^ 

Edible 

Courage 

Intoxicate 

Secession 

Intercede 

Consideration^ 

Durable 

Remit 

Transfer 

Cajjital 

Diphthong 

Felicitous 

Conjunction 

Decapitate 



= ac+cede, 
= con-f-duct-l-or, 
= dis-j-cuss+ion, 
= organ-j-ize, 

= in-fvis-j-ible, 
= libra-f-ry, 

= intro-f-duct-J-ion, 
= martyr-j-dom, 
= name-|-less, 
= pro+sec+ute, 
= con-|-sequ-)-ence, 
= ad-f mon-)-ish, 
= pur-)-sue, 
= a-(-voc-|-at+ion, 
= pro-f-pose, 
= in+trus-f-ion, 
= re+bell-|-ion, 
= un-|-ten-)-able, 
= re4-miss-)-ion, 
= lov-(-able, 
= tlierapeut-f-ics, 

= syn-|-tact-|-ic, 
= taberna-)-cle, 

= ampli-|-tude, 

= con-j-greg+at-f-ion, 
= ed-|-ible, 

= cour-|-age, 
= in-)-toxic+ate, 
= se+cess+ion, 
= inter-fcede, 

con-|-sider-f-at-j-ion, 
= dur-f-able, 

= re-|-mit, 
= trans+fer, 
= capit-|-al, 

= di+phthong, 
= felicit+ous, 

= con-{-junct-|-ion, 
= de-j-capit+ate. 



. Radical 3. Affixes 4. Eiymolog- 
from. from, ical meaning. 

a. Greek, a. Greek. 

b. Latin, b. Latin. 

c. A.-Sax. c. A. -Sax. 

Latin, Latin, go to. 


Latin, 


Latin, 


one who lead with. 


Latin, 


Latin, 


act of shake apart. 


Greek, 


Greek, 


to make organ. 


Latin, 


Latin, 


that can be seen not. 


Latin, 


Latin, 


place where books. 


Latin, 


Latin, 


act of lead into. 


Greek, 

A.-S., 


A.-S., 
A.-S., 


state of martyr, 
without name. 


Latin, 


Latin, 


make follow forth. 


Latin, 


Latin, 


act of follow with 


Latin, 


Latin, 


make warn to. 


Latin, 


Latin, 


follow forth. 


Latin, 


Latin, 


act of call from. 


Latin, 


Latin, 


place forth. 


Latin, 


Latin, 


act of thrust in. 


Latin, 


Latin, 


act of war again. 


Latin, 


Latin, 


that can be held not. 


Latin, 


Latin, 


act of send back. 


A.-S., 


Latin, 


worthy of love. 


Greek, 


Greek, 


things of heal. 


Greek, 


Greek, 


of arrange together. 


Latin, 


Latin, 


little board. 


Latin, 


Latin, 


state of large. 


Latin, 


Latin, 


act of flock together. 


Latin, 


Latin, 


that can be eaten. 


Latin, 


Latin, 


state of heart. 


Greek, 


Latin, 


make arrow in. 


Latin, 
Latin, 


Latin, 
Latin, 


act of go apart, 
go between. 


Latin, 


Latin, 


act of sit with. 


Latin, 


Latin, 


that can last. 


Latin, 


Latin, 


send back. 


Latin, 


Latin, 


bear across. 


Latin, 


Latin, 


of head. 


Greek, 


Greek, 


vocal two. 


Latin, 
Latin, 


Latin, 
Latin, 


full of happy. 

act of join together. 


Latin, 


Latin, 


make head from. 



^ See note 1 under Prog. XXII. 



WORK-BOOK OF ETYMOLOGY. 



279 



Prog. XXIY 



/. Prefix-\-Rad- 2. Radical 
ical-\-Suffix. from. 



3. Affixes 4. Eiymolog- 
from. ical meaning. 





a. 
b. 
c. 


Greek. 
Latin. 
Anglo-Sax. 


Motion 


= mot-)-ion, 


Latin, 


Motive 


= mot+ive, 


Latin, 


Parody 


=par-|-ody, 


Gr., 


Ossify 


= ossi-}-fy, 


Latin, 


Parentage 


= parent-j-age. 


Latin, 


Nasal 


:= nas-|-al, 


Latin, 


Reflect 


=re-|-flect, 


Latin, 


Ornament 


= orna-|-nient. 


Latin, 


Protector 


=pro-(-tect+or. 


Latin, 


Punishment 


= pun-|-isli-l-ment,Latin, 


Postponement=post-fpone-|-ment, Latin, 


Pursue 


=pur-)-sue, 


Latin, 


Prospect 


=pro+spect. 


Latin, 


Senior ^ 


= seni-|-or, 


Latin, 


Render 


=ren-|-der, 


Latin, 


Secede 


=se-(-cede. 


Latin, 


Texture 


= text-j-ure, 


Latin, 


Subsequent 


^sub-|-sequ-|-ent, 


Latin, 



a. Greek. 

b. Latin. 

c. Anglo-Saxon. 

Latin, act of move. 

Latin, that which moves. 

Gr., song at side. 

Latin, make bone. 

Latin, state of parent. 

Latin, of nose. 

Latin, bend back. 

Latin, that which adorns. 

Latin, one who covers fortk. 

Latin, act of make penalty. 

Latin, act of place after. 

Latin, follow forth. 

Latin, look forth. 

Latin, more old. 

Latin, give back. 

Latin, go apart. 

Latin, that which woven. 

Latin, that which follow under. 



Trog. XXY: /. Prefix+Rad- 2. Radical 3. Mixes 4. Etymolog- 
ical-\-Suffix. from. from, ical meaning. 

a. Greek. a. Greek. 

b. Latin. b. Latin. 

c. Anglo-Sax. c. Anglo-Saxon. 



Trog. XXYI: /. Prefix+Rad- 2 
ical-\- Suffix. 



Radical 3. Affixes 4. Etymolog- 
from. from, ical meaning. 

a. Greek. a. Greek. 

b. Latin. b. Latin. 

c. Anglo-Sax. c. Anglo-Saxon. 



Trog. XXTII: 1. Prefix-^ R ad- 2. Radical 3. Affixes 4. Eiymolog- 
ical-{.Suffix. from. from, ical meaning. 



a. Greek, 
a. Latin. 
c. Anglo-Sax. 



a. Greek. 

b. Latin. 

c. Anglo-Saxon. 



1 The student's work under Progs. XXV., XXVI., and XXVII., being precisely like 
that done under Progs. XXII., XXIII., and XXIV., is here omitted. These programs 
should not, however, be omitted in teaching the subject, as they constitute one of the 
most important processes of work in the whole science of etymology. The teacher 
wiU have no difficulty in deciding the questions that may arise, as he can refer to the 
work done under Progs. XXII., XXm., and XXTV., but always to Appendix F. The 
particulars to be assigned under these programs are to be found in Appendix A. 

^Or = er, more. 



280 THE SYSTEM METHOD. 

Prog. XXTIII. — 1.— is a 1. Simple 1. Primitive word, 2. SpeUed Ortho- 

2. Compound 2. Derivative, gi-aphicallj , 

3. Phonically , and 4. Etymologically 1 1 . 5. the 1. Prefix, 

3. Root, 
3. Suffix, 
6. Is an 1. Etymon, 7. — 1- Anglicized from the 1. Greek, 8. And signifies — . 

2. Separable word, 2. Unanglicized, 2. Latin, 

3. Anglo-Saxon, 

1. (1.) Omission is a simple primitive word, (2.) spelled orthographic- 
ally, omission, (3.) phonically, o-mish-un, and (4.) etymologically, o-|- 
miss-j-ion. (5.) O, the prefix, (6.) is an etymon, (7.) unanglicized from the 
Latin, (8.) and signifies "out." (5.) Miss, the root, (6.) is an etymon, (7.) 
unanglicized from the Latin, (8.) and signifies "send." (5.) Ion, the suffix, 
(6.) is an etymon, (7.) Anglicized from the Latin, (8.) and signifies " act of." 

3. (1.) Undersell is a simple derivative word, (2.) spelled orthographic- 
ally, u n d e r s e 11 , (3.) phonically, iin-der-sel, and (4.) etymologically, under 
-{-sell. (5.) Under, the prefix, (6.) is an etymon, (7.) Anglicized from the 
A.-S., (8.) and signifies "beneath." (5.) Sell, the root, (6.) is a separable 
word, (7.) Anglicized from the A.-S., (8.) and signifies "exchange." 

3. (1.) Convention is a simple derivative word, (2.) spelled orthograph- 
ically, convention, (3.) phonically, kon-ven-shun, and (4.) etymologic- 
ally, con-J-vent-f-ion. (5.) Con, the prefix, (6.) is an etymon, (7.) Anglicized 
from the Latin, (8.) and signifies "together." (5.) Vent, the root, (6.) is an 
etymon, (7.) unanglicized from the Latin, (8.) and signifies "come." (5.) 
Ion, the suffix, (6.) is an etymon, (7.) Anglicized from the Latin, (8.) and 
signifies "act of." 

4. (1.) Moonbeam is a compound primitive word, (2.) spelled ortho- 
graphically, moonbeam, (3.) phonically, moon-bem, and (4.) etymologic- 
ally, moon-j-beam. (5.) Moon, the first root, (6.) is a separable word, (7.) 
Anglicized from the A.-S., (8.) and signifies "satellite." (5.) Beam, the 
second root, (6.) is a separable word, (7.) Anglicized from the A.-S., (8.) and 
signifies "parallel rays." 

5. (1.) Ominous is a simple primitive word, (2.) spelled orthographically, 
ominous, (3.) phonically, om-in-iis, and (4.) etymologically, omin-j-ous. 
(5.) Omin, the root, (6.) is an etymon, (7.) unanglicized from the Latin, (8.) 
and signifies "omen." (5.) Ous, the suffix, (6.) is an etymon, (7.) unangli- 
cized from the Latin, (8.) and signifies "full of." 

6. (1.) Monkish is a simple derivative word, (2.) spelled orthographic- 
ally, monkish, (3.) phonically, milnk-ish, and (4.) etymologically, monk 
-(-ish. (5.) Monk, the root, (6.) is a separable word, ("7.) Anglicized from 
the Greek, (8.) and signifies "alone." (5.) Ish, the suffix, (6.) is an etymon, 
(7.) Anglicized from the A.-S., (8.) and signifies "like." 



WORK-BOOK OF ETYMOLOGY. ggl 

Prog. XXIX. — 1. — is a 1. Simple 1. Primitive word, 2. Spelled Orthograph- 

2. Compound 2. Derivative, icaUy , 

3. Phonically , and 4. EtymologicaUy 1 1 . 5. the 1. Prefix, 

2. Root, 

3. Suffix, 
6. Is an 1. Etymon, 7. — 1- Anglicized from the 1. Greek, 8. And signifies — . 

2. Separable word, 2. Unanglicized, 2. Latin, 

3. Anglo-Saxon, 

1. Cellule is a simple derivative word, spelled ortliograpMcally, cellule, 
phonically, sel-ul, and etymologically, cell-|-ule. Cell, the root, is a sepa- 
rable word, Anglicized from the Latin, and signifies "bag." Ule, tlie suf- 
fix, is an etymon, Anglicized from the Latin, and signifies "little." 

2. Thermal is a simple primitive word, spelled orthographically, ther- 
mal, phonically, ther-miil, and etymologically, therm-j-al. Therm, the 
root, is an etymon, unanglicized from the Greek, and signifies "heat." Al, 
the suflQx, is an etymon, unanglicized from the Latin, and signifies "of." 

3. Summon is a simple primitive word, spelled orthograjohically, sum- 
mon, phonically, sum-on, and etymologically, sum-|-mon. Sum\ the pre- 
fix, is an etymon, Anglicized from the Latin, and signifies "under." Mon, 
the root, is an etymon, unanglicized from the Latin, and signifies "warn." 

4. Sacrament is a simple primitive word, spelled orthographically, 
sacrament, phonically, sak-ra-ment, and etymologically, sacra-]-ment. 
Sacra, the root, is an etymon, unanglicized from the Latin, and signifies 
"sacred." Ment, the suffix, is an etymon, Anglicized from the Latin, and 
signifies "that which." 

5. Review is a simple derivative word, spelled orthographically, re- 
view, phonically, re-vu, etymologically, re-j-view. Re, the prefix, is an 
etymon, Anglicized from the Latin, and signifies " again." View, the root, 
is a separable word, Anglicized from the Latin, and signifies " see." 

6. Pass-word is a compound primitive word, spelled orthographically, 
pass -word, phonically, pas-wurd, and etymologically, pass+word. 
Pass, the first root, is a separable word, Anglicized from the Latin, and sig- 
nifies "go." Word, the second root, is a separable word, Anglicized from 
the A.-S., and signifies "the sign of an idea." 

7. Religion is a simple primitive word, spelled orthographically, relig- 
ion, phonically, re-lij-un, and etymologically, re-f-lig+ion. Re, the 
prefix, is an etymon, Anglicized from the Latin, and signifies "again." 
Lig, the root, is an etymon, unanglicized from the Latin, and signifies 
"bind." Ion, the suffix, is an etymon, Anglicized from the Latin, and sig- 
nifies "act of." 

^ Sum = suh. 



282 



THE SYSTEM METHOD. 



Prog. XXX.— 'Written Synthesisfrom Mem'ry (Mental Tree). 

Submission ^under Latin Anglicized, Latin unanglicized verb, act of noun 
Anglicized. 

Return =again Latin Anglicized, regular Anglicized verb. 

Arrival =to Latin Anglicized, Latin unanglicized noun, act of noun 

Anglicized. 

Condescend =witli Latin Anglicized, down Latin unanglicized, Latin un- 
anglicized verb. 

Admonish =to Latin Anglicized, Latin unanglicized verb, make verb 
unanglicized. 

Alleviate =to Latin Anglicized, adjective adjunct root, make verb un- 
anglicized. 

Punctuation =Latin unanglicized noun, make verb unanglicized, act of 
noun Anglicized. 

Renevfal =again Latin Anglicized, adjective adjunct root, act of noun 
Anglicized. 

Confusion =togetlier Latin Anglicized, Latin unanglicized verb, act of 
noun Anglicized. 

Deciduous =down Latin unanglicized, Latin unanglicized verb, quality 
of adjective unanglicized. 

Suspicion ^ =under Latin Anglicized, Latin unanglicized verb, act of noun 
Anglicized. 

Dropping :=regular Anglicized verb, continuing verb Anglicized. 

Doubtful =common Anglicized noun, full of adjective Anglicized. 

Epitaph =upon Greek unanglicized, Greek unanglicized noun. 

Dissatisfy =not Latin Anglicized, adverb adjunct root, make verb unan- 
glicized. 

Enthusiast' =in Greek unanglicized, Greek unanglicized noun, one vrho 
noun Anglicized. 

Religion =again Latin Anglicized, Latin unanglicized verb, act of noun 
Anglicized. 

Consignee =together Latin Anglicized, regular Anglicized verb, to "whom 
noun Anglicized. 

Martyrdom =common Anglicized noun, state of noun Anglicized. 

Admirable =to Latin Anglicized, Latin unanglicized verb, worthy of ad- 
jective Anglicized. 

Chatter =regular Anglicized verb, repeatedly verb Anglicized. 

Testament =Latin unanglicized noun, that which noun Anglicized. 

Rusticate =Latin unanglicized noun, like adjective unanglicized, make 
verb unanglicized. 

Squaloid =Latin unanglicized noun, like adjective unanglicized. 

Prismoid =Greek unanglicized noun, like noun Anglicized. 

^For explanation of this synthesizing process, see Work-Book No. 17, Prog. XTV"., 
page 213. ^Sus^^aub. ^Ast:=iHt. 



WORK-BOOK OF ETYMOLOGY. 



283 



Prog. XXXI : /. AdJuncf-\-Base 2. Adjunct 3. Base 4. Etymological 
-\-Suffix. from. from. Meaning. 



Demagogue 

Philanthropy 

Monarchy 

Fratricide 

Theocracy 

Agriculture 

Orthodox 

Aqueduct 

Biennial 

Satisfaction 

Auriferous 

Fortification 

Cruciform 

Oviform 

Misogamy 

Monogamy 

Polygamy 

Hexagon 

Chirography 

Ethnography 

Geography 

Lithography 

Telegraphy 

Equilateral 

Monologue 

Zoology 

Necromancy 

Barometer 

Micrometer 

Monomial 

Astronomy 

Audiphone 

Telephone 

Microscope 

Telescope 

Polytechnic 

Monotheism 

Polytheism 

Archetype 

Stereotype 

Carnivorous 



a. Greek. a. Greek. 

b. Latin. b. Latin. 

c. Anglo-Saxon, c. Anglo-Saxon. 

=dema-|-gogue, Greek, Greek, lead people. 

=phil-|-anthrop4-y, Greek, Greek, state of man love. 

=mon-l-arch-(--y, Greek, Greek, state of rule one. 

=fratri-|-cide, Latin, Latin, kill brother. 

=theo4-crac-l-y, Greek, Greek, state of strength God. 

:=agri -j-cult-f-ure, Latin, Latin, state of till field. 

=ortho-|-dox, Greek, Greek, doctrine straight. 

=aque-|-duct, Latin, Latin, lead water. 

=bi-f enni-|-al, Latin, Latin, of year tvi^o. 

:=satis-l-fact-|-ion, Latin, Latin, act of make enough. 

=auri-l-fer4-ous, Latin, Latin, quality of bear gold. 
=forti+fic-}-at+ion, Latin, Latin, act of make strong. 

=cruci+form, Latin, Latin, form of cross, 

^ovi+form, Latin, Latin, form of egg. 

:=miso-|-gam+y, Greek, Greek, state of marry hate. 

:=mono-|-gam-[-y, Greek, Greek, state of marry once. 

=poly-]-gam-)-y, Latin, Greek, state of marry many. 

=hexa-)-gon, Greek, Greek, angle six. 

=chiro-|-graph+y, Greek, Greek, state of write with hand. 

=ethno-|-graph-}-y, Greek, Greek, state of write of nation. 



=geo+graph+y, 

=litho+graph-|-y, 

=tele-|-graph-(-y, 

=equi+later-|-al, 

:=mono-(-logue, 

=zoo+log-|-y, 

=necro-l-manc-}-y, 

=:baro+meter, 

:=micro-]-meter, 

=mo-|-nomi-)-al, 

=astro-j-nom-|-y, 

:=audi-|-phone, 

=tele-l-phone, 

=micro-)-scope, 

=tele+scope, 

=poly-[-techn-|-ic, 

=mono-|-the-|-ism, 

=poly-|-the-)-ism, 

=arche-|-type, 

=stereo-]-type, 

=carni+vor + ous. 



Greek, Greek, state of write of earth. 

Greek, Greek, state of write in stone, 

Greek, Greek, state of write far off. 

Latin, Latin, of side equal. 

Greek, Greek, speech alone. 

Greek, Greek, state of speech animal. 

Greek, Greek, state of divination dead. 

Greek, Greek, measure weight. 

Greek, Greek, measure small. 

Greek, Greek, of division alone. 

Greek, Greek, state of law of star. 

Latin, Greek, sound hear. 

Greek, Greek, sound far off. 

Greek, Greek, see small. 

Greek, Greek, see far off. 

Greek, Greek, of art many. 

Greek, Greek, principles of God one. 

Greek, Greek, principles of god many. 

Greek, Greek, pattern beginning. 

Greek, Greek, pattern solid. 

Latin, Latin, quality of devour flesh. 



284 



THE 8YHTEM METHOD 



Prog. XXXII : /. Adjuncf+Base 2. Adjunct 3. 
+Suffix. from. 

a. Qrc(!k. a. Gro<n<;. 

b. Latin. b. Latin. 

c. Anglo-Saxon, c. Anglo- 

homo+genc+ouK, Greek, Greek, 

bake-f- house, A.-S., A.-S., 

zoo-j-pbyto, Greek, Greek, 

vale-f-dicto-}-ry, Latin, Latin, 



Ilomogenoous = 

Bakehouse 

Zoophyte 

Valedictory 

Uniformity 

Backbite 

Geometry 

Bankrupt 

Taxidermy 

Terrific 

Rhinoceros 

Rectangubir 

PHych()loji,^y 

Brimstone 

Privilege 

I'rinciple 

Primeval ^ 

Pontlif = 

Polysyllable = 

Pleiii potentiary = 

Physiognomy = 

Petril'iiction = 

Earthquake = 

Pentateuch 

Peninsula 

Peloponnesian 

Pcdobaptist 

Patriarch 

Panacea 

Oxygen 

Omniscient 

Olfactory 

Pow^cr-loom 

Munificent 

Monopolize 

Metropolitan 

Foot-path 

Melancholy 

Mediterranean 

Manufacture 



uni+formi+ty, 

:back-|-bite, 

:geo+metr-fy, 

bank-j-rupt, 

taxi-]-derm-)-y, 

:terri-|-fic, 

:rhino-|-ceros, 

rect-f-angul-f-ar, 

psych o-flog+y, 

brim-|-stone, 

privi-f-lege, 

prin-j-cip-j-le, 

prim-j-ev+al, 

ponti+lS, 

poly-j-syl+lable, 



Latin, Latin, 

A.-S., A.-S., 
Greek, Greek, 
A.-S., Latin, 
Greek, Greek, 
Latin, Latin, 
Greek, Greek, 
Latin, Latin, 
Greek, Greek, 
A.-S., A.-S., 
Latin, Latin, 
Latin, Latin, 
Latin, Latin, 
Latin, Latin, 
Greek, Greek, 



pleni-j-p()tentia-|-ry, Latin, Latin, 
})hysio-|-gnom-|-y, Greek, Greek, 
potri-|-l'act+ion, Latin, Latin, 
earth-|-quake, A.-S., A.-S., 

penta+teuch, Greek, Greek, 

pen-f-insula, Latin, Latin, 

Pelopou-|-nesi-|-an, Greek, Greek, 
Pedo-)--baj)t-}-ist, Greek, Greek, 



patri-f-arch, Greek, Greek, 

pan-f-acea, Greek, Greek, 

oxy-f-gen, Greek, Greek, 

omni-j-sci+ent, Latin, Latin, 

ol-f- facto -(-ry, Latin, Latin, 

power-)-loom, Latin, A.-S., 

miini-|-flc4-ent, Latin, Latin, 

mono-j-pol-j-ize, Greek, Greek, 

metro-|-polit-l-an, Greek, Greek, 

foot-f-path, A.-S., Greek, 

melan-)-chol+y, Greek, Greek, 

Medi-|-terran-|-ean, Latin, Latin, 

manu-)-fact-f-ure, Latin, Latin, 



Base 4. Etymological 
from. Meaning. 

Saxon. 

quality of race the same. 

building where heat. 

plant animal. 

quality of say farewell. 

state of form one. 

seize with teeth the rear. 

state of measure earth. 

break bank. 

state of skin arrange, 

make frighten. 

horn nose. 

of angle right. 

state of speech soul. 

mineral matter fire. 

law private. 

like take first. 

of age first. 

make bridge. 

take together many. 

one wlio power full. 

state of know nature. 

act of make stone. 

tremble earth. 

book five. 

island almost. 

of island of Pelops. 

one who baptize child. 

nde father. 

heal all. 

generate sharp. 

that which know all. 

quality of make smell. 

weaving machine force. 

that v/hich make gift. 

make sell alone. 

of city mother. 

way for foot. 

state of bile black 

of land middle. 

act of make witl> hand. 



Appendix B— List of Irregular Verbs. 



Indicatii 


ves. 


Participles. 


IMI'KKFUCT. 


rmu'Ecr. 


iMi'Kiir'Kcri'. 


Pehfect. 


Abid(! 


abode 


abiding 


abode 


Airi 


was 


being 


been 


Arises 


aroHe 


arising 


arisen 


Awak(', Y. 


awoke 


awaking 


awoice 


Bear 


bore, bare 


bearing 


born 


Bear 


bore, bare 


bearing 


borne 


Beat 


beat 


beating 


beaten, beat 


Beget 


begot 


begetting 


l)cgo1,t(!n, begot 


Begiu 


began 


beginning 


1)1 'gun 


Behold 


belHsld 


beholding 


l)(!il(!](l 


Bend, r. 


iti'rit 


bending 


))cnt 


Bereave, r. 


bereft 


bereaving 


bereft 


Beseieli, r. 


besought 


besceeliing 


besought 


Beset 


beset 


besetting 


beset 


Bet, r. 


bet 


betting 


bet 


Bid 


bade, bid 


bidding 


bidden, bid 


Bind 


bound 


binding 


bnlllid 


Bite 


bit 


biting 


bit,l,(:n, bit 


Bleed 


bled 


bleeding 


bled 


Blend, r. 


blent 


blending 


blent 


Blow 


blew 


blowing 


blown 


Break 


broke 


breaking 


br(;j{<;n 


Breed 


bred. 


breeding 


bred 


Bring 


bi'ought 


bringing 


brouglit 


Build, r. 


built 


bnililing 


built 


Burn, r. 


burnt 


burning 


burnt 


Burst, r. 


bui'st 


bursting 


burst 


Buy 


bought 


buying 


bought 


Can 


eould 






Cast 


cast 


casting 


cast 


Catch, r. 


caught 


catching 


caught 


Chide 


chid 


chiding 


chidden, ehid 


Choose 


chose 


choosing 


chosen 


Cleave, r. 


clave 


cleaving 


cleaved 


Cleave 


cleft, clove, clave 


cleaving 


cleft, cloven 


CUng 


clung 


clinging 


clung 


Clothe, r. 


clad 


clothing 


clad 


Come 


came 


coming 


come 


Cost 


cost 


costing 


cost 


Creep 


crept 


creeping 


crejjt 


Crow, r. 


crew 


crowing 


crowed 


Cut 


cut 


cutting 


cut 


Dare, r. 


durst 


daring 


dared 


Deal, r. 


dealt 


dealing 


dealt 


Dig, r. 


dug 


digging 


dug 


Do 


did 


doing 


done 


Draw 


drew 


drawing 


drawn 



[285] 



286 



THE SYSTEM METHOD. 



Dream, r. 


dreamt 


dreaming 


dreamt 


Dress, r. 


di'est 


dressing 


di-est 


Drink 


di'ank 


drinking 


di-unk, drank 


Drive 


di'ove 


driving 


driven 


Dwell, r. 


dwelt 


dwelling 


dwelt 


Eat 


ate, eat 


eating 


eaten 


Engrave, r. 


engraved 


engraving 


engraven 


FaU 


feU 


falling 


fallen 


Feed 


fed 


feeding 


fed 


Feel 


felt 


feeling 


felt 


Fight 


fought 


fighting 


fought 


Find 


found 


finding 


found 


Flee 


fled 


fleeing 


fled 


FUng 


flung 


flinging 


flung 


Fly 


flew 


flying 


flown 


Forbear 


forbore 


forbearing 


forborne 


Forget 


forgot 


forgetting 


forgotten, forgot 


Forsake 


forsook 


forsaking 


forsaken 


Freeze, r. 


froze 


freezing 


frozen 


Geld, r. 


gelt 


gelding 


gelt 


Get 


got 


getting 


gotten 


Gild, r. 


gilt 


gilding 


gilt 


Gird, r. 


girt 


girding 


girt 


Give 


gave 


giving 


given 


Go 


went 


going 


gone 


Grave, r. 


graved 


graving 


graven 


Grind 


ground 


grinding 


ground 


Grow 


grew 


growing 


grown 


Hang, r. 


hung 


hanging 


hung 


Have 


had 


having 


had 


Hear 


heard 


hearing 


heard 


Heat, r. 


heat 


heating 


heat 


Heave, r. 


hove 


heaving 


hoven 


Hew, r. 


hewed 


hewing 


hewn 


Hide 


hid 


hiding 


hidden 


Hit 


hit 


hitting 


hit 


Hold 


held 


holding 


held 


Hurt 


hurt 


hurting 


hurt 


Keep 


kept 


keeping 


kept 


Kneel, r. 


knelt 


kneeling 


knelt 


Knit, r. 


knit 


knitting 


knit 


Know 


knew 


knowing 


known 


Lade, r. 


laded 


lading 


laden 


Lay, r. 


laid 


laying 


laid 


Lead 


led 


leading 


led 


Lean, r. 


leant 


leaning 


leant 


Leap, r. 


leapt 


leaping 


leapt 


Learn, r. 


learnt 


learning 


learnt 


Leave 


left 


leaving 


left 


Lend 


lent 


lending 


lent 


Let 


let 


letting 


let 


Lie 


lay 


lying 


lain 


Light, r. 


Ut 


hghting 


lit 


Lose 


lost 


losing 


lost 


Make 


made 


making 


made 


May 


might 






Mean 


meant 


meaning 


meant 


Meet 


met 


meeting 


met 



WORK-BOOK OF ETYMOLOGY. 



28T 



Melt, r. 


melted 


melting 


molten 


Mow, r. 


mowed 


mowing 


mown 


Must 








Ought 








Pass, r. 


past 


passing 


past 


Pay, r. 


paid 


paying 


paid 


Pen, r. 


pent 


penning 


pent 


Plead, r. 


pled 


pleading 


pled 


Prove, r. 


proved 


proving 


proven 


Put 


put 


putting 


put 


Quit, r. 


quit 


quitting 


quit 


Rap, r. 


rapt 


rapping 


rapt 


Read 


read 


reading 


read 


Reave, r. 


reft 


reaving 


reft 


Rend 


rent 


rending 


rent 


Rid 


rid 


ridding 


rid 


Ride 


rode 


riding 


ridden 


Ring 


rung, rang 


ringing 


rung 


Rise 


rose 


rising 


risen 


Rive, r. 


rived 


riving 


riven 


Run 


ran 


running 


run 


Saw, r. 


sawed 


sawing 


sawn 


Say 


said 


saying 


said 


See 


saw 


seeing 


seen 


Seek 


sought 


seeking 


sought 


Seethe, r. 


sod 


seething 


sodden 


Sell 


sold 


selling 


sold 


Send 


sent 


sending 


sent 


Set 


set 


setting 


set 


Shake 


shook 


shaking 


shaken 


ShaU 


should 






Shape, r. 


shaped 


shaping 


shapen 


Shave, r. 


shaved 


shaving 


shaven 


Shear, r. 


shore 


shearing 


shorn 


Shed 


shed 


shedding 


shed 


Shine, r. 


shone 


shining 


shone 


Shoe 


shod 


shoeing 


shod 


Shoot 


shot 


shooting 


shot 


Show, r. 


showed 


showing 


shown 


Shred 


shred 


shredding 


shred 


Shrink 


shrank, shrunk 


shrinking 


shrunk, shrunken 


Shut 


shut 


shutting 


shut 


Sing 


sang, sung 


singing 


sung 


Sink 


sank, sunk 


sinking 


sunk 


Sit 


sat 


sitting 


sat 


Slay 


slew 


slaying 


slain 


Sleep 


slept 


sleeping 


slept 


SUde 


shd 


sliding 


sUdden, sUd 


SHng 


slung, slang 


slinging 


slung 


Shnk 


slunk 


slinking 


slunk 


Slit, r. 


slit 


sUtting 


sUt 


SmeU, r. 


smelt 


smelling 


smelt 


Smite 


smote 


smiting 


smitten, smit 


Sow, r. 


sowed 


sowing 


sown 


Speak 


spoke, spake 


speaking 


spoken 


Speed, r. 


sped 


speeding 


sped 


Spell, r. 


spelt 


spelling 


spelt 


Spend 


spent 


spending 


spent 



288 



THE SYSTEM METROB. 



Spill, r. 


spilt 


spilling 


spilt 


Spin 


spun, span 


si^inning 


spun 


Spit 


spit, spat 


spitting 


spit, spitten 


Split 


split 


splitting 


spht 


Spoil, r. 


spoilt 


spoiling 


spoilt 


Spread 


spread 


sj^reading 


spread 


Spring 


sprang, sprung 


springing 


sprung 


Stand 


stood 


standing 


stood 


Stave, r. 


stove 


staving 


stove 


Stay, r. 


staid 


staying 


staid 


Steal 


stole 


steahng 


stolen 


Stick 


stuck 


sticldng 


stuck 


Sting 


stung 


stinging 


stung 


Stink 


stunk, stank 


stinking 


stunk 


Strew, r. 


strewed 


strewing 


strewn 


Stride 


strode 


striding 


stridden 


Strike 


struck 


striking 


stricken, struck 


String, r. 


strung 


stringing 


strung 


Strive, r. 


strove 


striving 


striven 


Strow, r. 


strowed 


strowing 


strown 


Swear 


swore, sware 


swearing 


sworn 


Sweat, r. 


sweat 


sweating 


sweat 


Sweep 


swept 


sweeping 


swept 


SweU, r. 


swelled 


swelling 


swollen 


Swim 


swam, swum 


swimming 


swum 


Swing 


swung 


swinging 


swung 


Take 


took 


taking 


taken 


Teach 


taught 


teaching 


taught 


Tear 


tore, tare 


tearing 


torn 


TeU 


told 


telling 


told 


Think 


thought 


thinking 


thought 


Thrive, r. 


throve 


thriving 


thriven 


Throw, r. 


threw 


throwing 


thrown 


Thrust 


thrust 


thrusting 


thrust 


Tread 


trod 


treading 


trodden, trod 


Wake, r. 


woke 


waking 


woke 


Wax, r. 


waxed 


waxing 


waxen 


Wear 


wore 


weai'ing 


worn 


Weave, r. 


wove 


weaving 


woven 


Wed, r. 


wed 


wedding 


wed 


Weep 


wept 


weeping 


wept 


Wet, r. 


wet 


wetting 


wet 


Whet, r. 


whet 


whetting 


whet 


wm 


would 






Win 


won 


winning 


won 


Wind, r. 


wound 


winding 


wound 


Wis 


wist 






Work, r. 


wrought 


working 


wrought 


Wreathe, r. 


wreathed 


wreathing 


wreathen 


Wring, r. 


wrung 


•RTinging 


wi-ung 


Write 


wi-ote 


writing 


wi'itten 



Appendix C— Rules for Spelling. 

\ 

The rules for spelling, having been already once printed, are not here repeated. 
See Appendix C, Work-Book No. 17, page 195. 






Appendix D -Number, Geijder, aijd Case. 

The discussion of Number, Gender, and Case has already been given. See Ap- 
pendix D, Work-Book No. 17, page 236. 

19 [289] 



Appendix E- Greek, Latin, ^A Aijglo-Saxoij 
^ IF IF I x: E s. 

GREEK PREFIXES. 

FOR-IVI. ]ME^4k.]SrilSrGr. 

OP PREFIX. OF RADICAJL. 

A = without, not. 

a + pathy = 

an + onymous = 

an + omalous = 

AMPHi = around, double. 

amphi -j- theater = 

amphi + bious = 

amphi + logy = 
ANA = through, up, again. 

ana + lyze = 

ana + tomy = 

Ana + baptist = 

ANTi = against, opposite. 

anti + christian = 

anti + podes = 

ant -\- arctic = 

APO = away, from. 

apo + stasy = 

apo + stle = 

ap + helion = 

CATA = down, throughout. 

cata + rrh = 

cata + logue = 

cat + echism = 

cat + holic = 

DiA = through, apart. 



dia 


+ 


meter 


dia 


+ 


logue 


di 


+ 


seresis 


= two. 






dis 


+ 


syllable 


di 


+ 


phthong 


[390] 







OF RADICAL. 


OF PREFIX. 


feeling 


without 


name 


without 


regular 


not 


theater 


around 


life 


double 


speech 


double 


loose 


through 


cut 


up 


baptize 


again 


Christ 


against 


feet 


opposite 


arctic 


opposite 


stand 


away 


send 


away 


sun 


from 


flow 


down 


speech 


throughout 


sound 


down 


whole 


throughout 


measure 


through 


speech 


apart 


take 


apart 


take together 


two 


vocal 


two 



WORK-BOOK OF ETYMOLOGY. 



291 



EC = out. 






ec 


+ 


clesiastical 


ex 


+ 


odus 


e 


+ 


nervate 


EN = in. 






en 


+ 


demic 


em 


+ 


phasis 


el 


+ 


lipsis 


EPi = upon. 






epi 


+ 


demic 


ep 


+ 


hemeral 


HYPER = over. 






hyper 


+ 


critical 


HYPO = under. 






hypo 


+ 


crite 


byp 


+ 


hen 


META = beyond, after 




meta 


+ 


carpus 


met 


+ 


onymy 


met 


+ 


hod 


PARA = at side 






para 


+ 


dox 


par 


+ 


helion 


PERI = around. 




peri 


+ 


osteum 


PRO = before. 






pro 


+ 


gram 


SYN = witli, together. 




syn 


+ 


chronous 


syn 


+ 


agogue 


sy 


+ 


stem 


syl 


+ 


lable 


syl 


+ 


logism 


sym 


+ 


pathy 



call 
way 
nerve 

people 

show 

leave 

people 
day 

critical 

play 
one 

wrist 
name 
way 

opinion 

sun 

bone 

write 

time 

lead 

stand 

take 

speech 

feeling 



out 
out 
out 

in 
in 
in 

upon 
upon 



under 
under 

beyond 

after 

after 

at side 
at side 

around 

before 

with 

together 

together 

with 

together 

with 



LA TIN PREFIXES. 



F O R nvE . 



OF PREFIX. 
AB =from, away. 
ab -f 

ab + 

a + 

abs ■ 4- 



OP KADICAIi. 

solve 
jeet 
vert 
tain 



m: E! A. i>r I N" G- . 

OP RADICAL. OP PREFIX. 



loose 
throw 
turn 
stretch 



from 
away 
away 
from 



292 



THE SYSTEM METHOD. 



AD = to. 












ad 


+ 


vocate 


= 


call 


to 


a 


+ 


vow 


= 


vow 


to 


ac 


+ 


Crete 


= 


grow 


to 


af 


+ 


fix 


= 


fix 


to 


ag 


+ 


gregate 


= 


flock 


to 


al 


+ 


lude 


= 


play 


to 


am 


+ 


munition 


= 


fortify 


to 


an 


+ 


nounce 


= 


report 


to 


ap 


+ 


plaud 


= 


clap 


to 


ar 


+ 


rive 


= 


reacb 


to 


as 


+ 


sist 


= 


stand 


to 


at 


+ 


tain 


= 


stretch 


to 


AM = around. 












am 


+ 


putate 


= 


cut 


around 


amb 


+ 


ition 


= 


go 


around 


ambi 


+ 


dextrous 


= 


hand 


around 


an 


+ 


helation 


= 


breath 


around 


ANTE = before 












ante 


+ 


diluvian 


= 


flood 


before 


anti 


+ 


cipate 


= 


take 


before 


Bi = two, twici 












bi 


+ 


ped 


= 


feet 


two 


bi 


+ 


gamy 


= 


marry 


twice 


bis 


+ 


cuit 


= 


cook 


twice 


ciRCUM = around. 










circum 


+ 


vent 


= 


come 


around 


circu 


+ 


it 


= 


go 


around 


CON = with, together. 










con 


+ 


nect 


= 


tie 


together 


con 


+ 


nate 


= 


born 


with 


CO 


+ 


equal 


= 


equal 


with 


col 


+ 


lect 


= 


gather 


together 


com 


+ 


press 


= 


press 


together 


cor 


+ 


rugate 


= 


wrinkle 


together 


CONTRA = against. 










contra 


+ 


diet 


= 


speak 


against 


contro 


+ 


vert 


= 


turn 


against 


counter 


+ 


act 


= 


act 


against 


DE =: down, from. 










de 


+ 


press 


= 


press 


down 


de 


+ 


fleet 


= 


bend 


from 


Dis = apart, not. 










dis 


+ 


pel 


= 


drive 


apart 



WORK-BOOK OF ETYMOLOGY. 



293 



dis 


+ 


please 


di 


+ 


verge 


di 


+ 


stant 


dif 


+ 


fuse 


dif 


+ 


ficult 


EN = in, not. 






en 


+ 


noble 


en 


+ 


emy 


em 


+ 


power 


EX = out. 






ex 


+ 


elude 


e 


+ 


dentate 


ef 


+ 


fluent 


EXTRA = beyond. 




extra 


+ 


mural 


IN = in, not. 






in 


+ 


vade 


in 


+ 


efficient 


ig 


+ 


noble 


il 


+ 


legal 


il - 


+ 


lumine 


im 


+ 


merse 


im 


+ 


material 


ir 


4- 


resolute 


ir 


-f 


radiate 


INTER = between. 




inter 


+ 


cede 


intel 


+ 


lect 


rNTKO = into. 






intro 


+ 


duce 


HON = not. 






non 


+ 


sense 


OB = against, 


out. 




Ob 


+ 


ject 


Ob 


+ 


literate 


o 


+ 


mit 


oc 


+ 


cur 


of 


+ 


fend 


op 


+ 


pose 


PER = through, thoroughly. 


per 


+ 


vade 


per 


+ 


plex 


pel 


+ 


lucid 


pil 


+ 


grim 


POST = after. 






post 


+ 


pone 



please 

bend 

stand 

pour 

make 

noble 
friend 
power 

shut 
teeth 
flow 

wall 



lead 



not 

apart 

apart 

apart 

not 

in 

not 

in 

out 
out 
out 

beyond 



go 


m 


efficient 


not 


noble 


not 


legal 


not 


lighten 


in 


dip 


in 


material 


not 


resolute 


not 


shine 


in 


go 


between 


select 


between 



into 



not 



throw 


against 


letter 


out 


send 


out 


run 


against 


strike 


against 


place 


against 


go 


through 


tangle 


thoroughly 


clear 


thoroughly 


territory 


through 



place 



after 



294 



THE SYSTEM METHOD. 



PRE = before. 






pre 


+ 


diet 


PRO = forth, 


out, foi 




pro 


+ 


pose 


pro 


+ 


long 


pro 


+ 


consul 


pol 


+ 


lute 


pru 


+ 


dent 


pur 


+ 


pose 


RE = hack, again. 




re 


+ 


pel 


re 


+ 


vive 


red 


+ 


eem 


red 


+ 


olent 


KETRO = backwards. 




retro 


+ 


spect 


SE = aside, apart. 




se 


+ 


gregate 


se 


+ 


cede 


sed 


+ 


ition 


SUB = under. 






sub 


+ 


merge 


sue 


+ 


cumb 


suf 


+ 


fer 


sug 


+ 


gest 


sum 


+ 


mon 


sup 


+ 


pose 


sur 


+ 


reptitious 


sus 


+ 


tain 


su 


+ 


spect 


SUPER = over. 






super 


+ 


natural 


supra 


+ 


orbital 


sur 


+ 


vey 


sur 


+ 


vive 


TRANS = across. 




trans 


+ 


fer 


tran 


+ 


scribe 


tra 


+ 


montane 


tra 


+ 


verse 


tres 


+ 


pass 



before 



^-$4^«-^®; 



place 


forth 


lengthen 


out 


consul 


for 


wash 


out 


see 


forth 


place 


forth 


drive 


back 


live 


again 


buy 


back 


smell 


again 


look 


backwards 


flock 


aside 


go 


apart 


go 


aside 


dip 


under 


lie down 


under 


bear 


under 


carry 


under 


warn 


under 


place 


under 


creep 


under 


stretch 


under 


see 


under 


nature 


over 


orbit 


over 


see 


over 


live 


over 


bear 


across 


write 


across 


mountain 


across 


turn 


across 


step 


across 


r:s—r 





WORK-BOOK OF ETYMOLOGY. 



295 



ANGLO-SAXON PREFIXES. 



in o E. M: . 



OP PKEFIX. 


OF 


RADICAL. 


A = on, at, to, 


from. 




a 


+ 


foot 


a 


+ 


side 


a 


+ 


shore 


a 


+ 


wake 


BE = by, he. 






be 


+ 


side 


be 


+ 


tliink 


be 


+ 


cause 


be 


+ 


gnaw 


EN = in. 






en 


+ 


dear 


en 


+ 


rage 


em 


+ 


blaze 


em 


+ 


balm 


PORE = before 






fore 


+ 


tell 


fore 


+ 


see 


FOR = through, again.it. 


for 


+ 


bear 


for 


+ 


swear 


fore 


+ 


doom 


fore 


+ 


go 


tN = in. 






in 


+ 


come 


in 


+ 


born 


im 


+ 


bitter 


MIS = wrong. 






mis 


+ 


speak 


mis 


+ 


give 


NE = not. 






ne 


+ 


uter 


n 


+ 


aught 


n 


+ 


either 


OFF r=:from. 






off 


+ 


set 


of 


+ 


fal 


ON = upon, against. 




on 


+ 


set 


on 


+ 


slaught 



m: E ^ ]sr I T>r G- . 


OF RADICAL. 


OF PREFIX. 


foot 


on 


side 


at 


shore 


to 


wake 


from 


side 


by 


think 


be 


cause 


by 


gnaw 


be 


dear 


in 


rage 


in 


blaze 


in 


balm 


in 


tell 


before 


see 


before 


bear 


through 


swear 


against 


doom 


through 


go 


against 


come 


in 


bear 


in 


bite 


in 



give 

either 

aught 
either 

set 
fall 

set 
dash 



wrong 
wrong 

not 
not 
not 

from 
from 

upon 
against 



296 



THE 8T8TEM METHOD, 



OUT = beyond, 


over 


, more. 


out 


+ 


live 


out 


+ 


general 


out 


+ 


flatter 


OVER = too much. 


beyond, out&r 


over 


+ 


reach 


over 


+ 


eat 


over 


+ 


coat 


s = make 






s 


+ 


melt 


s 


+ 


pike 


s 


+ 


pread 


8 


+ 


crub 


UN = not, back 






un 


+ 


clean 


un 


+ 


wind 


un 


+ 


true 


un 


+ 


do 


UNDER = beneath. 




under 


+ 


wood 


under 


+ 


sell 


under 


+ 


clothes 


under 


+ 


ling 



WITH = against, back. 

with + stand 

with + hold 



GREEK 
m o R m: . 

OF RADICAL. OP SUFFIX. 

AC = of, belonging to. 



demoni 


+ ac 


elegi 


+ ac 


BAN = of, pertaining to. 


Tartar 


-|- ean 


Epicur 


+ ean 


IC = one who, 


of, things of 


cyn 


+ ic 


gnost 


+ ic 


spher 


+ ic 


Satan 


+ ic 


acoust 


+ ics 


phys 


+ ics 



= general 


over 


= flatter 


more 


= reach 


beyond 


= eat 


too much 


= coat 


outer 


= melt 


make 


peg 


make 


= broad 


make 


= rub 


make 


= clean 


not 


= wind 


back 


= true 


not 


do 


back 


= wood 


beneath 


sell 


beneath 


= clothes 


beneath 


= person 


beneath 


= stand 


against 


hold 


back 


SUEFIXES. 




ivi E A. N- 1 isr G- , 


OF SUFFIX. 


OP RADICAL 


of 


demon 


= belonging to 


elegy 


of 


Tartarus 


= pertaining to 


Epicurus 


= one wno 


dog-like 


= one who 


know 


of 


sphere 


of 


Satan 


= things of 


sound 


= things of 


nature 



WORK-BOOK OF ETYMOLOGY. 



297 





mathemat 


+ 


ics 




eth 


+ 


ics 


ISE 


= to make. 








apolog 


+ 


ise 




organ 


+ 


ize 


ISM 


= state of, principles of. 




heathen 


+ 


ism 




magnet 


+ 


ism 




enthusi 


+ 


asm 


1ST 


= o)ie who. 








theor 


+ 


ist 




enthusi 


+ 


ast 


OID 


=: like. 








spher 


+ 


oid 




aster 


+ 


oid 




variol 


+ 


oid 




crystall 


+ 


oid 



things of 
things of 


quantity 
custom 


to make 
to make 


apology 
organ 


state of 
principles of 
state of 


heathen 
magnet 
god in 


one who 
one who 


theory 
god in 


like 
like 
like 
like 


sphere 
star 

small-pox 
crystal 



LATIN SUFFIXES. 



form: 



m: E .A. ]sr I jsr G- . 



OF RADICAL 




OF SUFFIX. 




OF SUFFIX. 


OF RADICAL. 


A = two or more. 












dram 


+ 


a 




= 


two or more 


act 


gener 


+ 


a 




= 


two or more 


genus 


ABLE = that can be 


woi-thy 


of 








trace 


+ 


able 




= 


that can be 


traced 


ami 


+ 


able 




= 


worthy of 


loYe 


sta 


+ 


ble 




= 


that can 


stand 


divis 


+ 


ible 




= 


that can be 


divided 


cred 


+ 


ible 




= 


worthy of 


belief 


AC-T = state (■- 


= y) of{= ac). 










contum 


+ 


acy 




= 


state of 


puff 


obstin 


+ 


acy 




= 


state of 


stand again 


AGE = act of. 


state 


of, collection 


of, pay for. 






marri 


+ 


age 




= 


act of 


marry 


parent 


+ 


age 




= 


state of 


parent 


foli 


+ 


age 




= 


collection of 


leaves 


percent 


+ 


age 




= 


collection of 


hundredths 


cart 


+ 


age 




= 


pay for 


cart 


AL = of, act 


/• 












leg 


+ 


al 




= 


of 


law 


ment 


+ 


al 




= 


of 


mind 


remov 


+ 


al 




= 


act of 


remove 


recit 


+ 


al 




= 


act of 


recite 



298 



THE SYSTEM METHOD. 



AN = of, one who, like. 



urb 


+ 


an 


partis 


+ 


an 


vill 


+ 


ain 


urb 


+ 


ane 


agrari 


+ 


an 


ANCE = quality of, , 


act of, stc 


vigil 


+ 


ance 


convey 


+ 


ance 


brilli 


+ 


anc-y 


provid 


+ 


ence 


conflu 


+ 


ence 


convalesc 


■ + 


ence 


clem 


+ 


ency 


ANT = one whc 


', ing, 


, that whi 


assist 


+ 


ant 


ten 


+ 


ant 


dorm 


+ 


ant 


absorb 


+ 


ent 


convalesc 


+ 


ent 


ard 


+ 


ent 


AR = one who, 


of 




11 


+ 


ar 


angul 


+ 


ar 


sol 


+ 


ar 


ATE = quality of, one icho, th 


rose 


+ 


ate 


deleg 


+ 


ate 


certiflc 


+ 


ate 


liber 


+ 


ate 


CLE = little. 






vesi 


+ 


cle 


arti 


+ 


cle 


animal 


+ 


cule 


mole 


+ 


cule 


EB = to whom. 






grant 


+ 


ee 


EER = one who 


, that which. 


engin 


+ 


eer 


brigad 


+ 


ier 


chandel 


+ 


ier 


EL = little, like. 






kern 


+ 


el 


bow 


+ 


el 


mors 


+ 


el 



to make. 



of 


city 


like 


party 


one who 


village 


like 


city 


of 


land 


quality of 


vigil 


act of 


convey 


state of 


shine 


quality of 


foresee 


act of 


flow together 


state of 


grow well 


state of 


mild 


one who 


assists 


one who 


holds 


ing 


sleep 


that which 


absorb 


ing 


grow well 


ing 


burn 


one who 


lies 


of 


angle 


of 

p 


sun 


quality of 


rose 


one who 


chosen 


that which 


certify 


to make 


free 


little 


vessel 


little 


joint 


little 


animal 


little 


mass 


to whom 


grant 


one who 


engine 


one who 


brigade 


that which 


candle 


little 


corn 


little 


intestine 


little 


bite 



WOBK-BOOK OF ETYMOLOGY. 



299 



cru 
frai 


+ 
+ 


el 

1 


tab 


+ 


le 


ER = one ifiTio, 


that lo/iich. 


build 


+ 


er 


fend 




er 


ESS = female. 
lion 


+ 


ess 


heir 


+ 


ess 


songstr 
ET = little. 


+ 


ess 


clos 


+ 


et 


eagl 
stream 


+ 
+ 


et 
let 


branch 


+ 


let 


FT = to make. 






magni 
forti 


+ 
+ 


fy 


ic = of. 
aquat 


+ 


ic 


gener 
med 


+ 
+ 


ic 
ic-al 


naut 


+ 


ic-al 


ICE = tMng. 






not 


+ 


ice 


just 
artif 


+ 

+ 


ice 
ice 


ID = quality of, thing that. 
stup + id 
flu + id 


rLE = of, that : 


can be. 




puer 

frag 

mE = o/, like. 


+ 
+ 


ile 
ile 


mar 


+ 


ine 


viper 
sacchar 


+ 

+ 


ine 
ine 


ION = act of. 






opin 

rebell 
donat 


+ 
+ 
+ 


ion 
ion 
ion 


vis 
ISE = to make. 
advert 


+ 
+ 


ion 
ise 


poet 

legal 


+ 
+ 


ise 
ize 



like 


blood 


like 


break 


like 


board 


one who 


build 


that which 


strike off 


female 


lion 


female 


heir 


female 


singer 


little 


close 


little 


eagle 


little 


stream 


little 


branch 


to make 


great 


to make 


strong 


of 


water 


of 


genus 


of 


healing 


of 


sailor 


thing 


mark 


thing 


right 


thing 


make art 


quality of 


stupor 


thing that 


flow 


of 


boy 


that can be 


broken 


of 


sea 


like 


viper 


like 


sugar 


act of 


think 


act of 


war again 


act of 


make gift 


act of 


see 


to make 


advert 


to make 


verse 


to make 


legal 



300 



THE SYSTEM METHOD. 



ISH := to Tnake. 

publ + ish = 

establ -{- ieli = 

ISM = state of, idiom, theory of. 

fanatic + ism = 

Gallic -f- ism = 

Wesleyan + Jsm = 

De -(- ism = 

iTE = one who, that which, like, to make. 



Campbell + 


ite 


Huss 


+ 


ite 


gran 


+ 


Ite 


fin 


+ 


ite 


un 


+ 


ite 


ivjjj = quality of, one 


who, tl 


fest 


+ 


ive 


delus 


+ 


ive 


capt 


+ 


ive 


mot 


+ 


ive 


IX ^= female. 






executr 


+ 


ix 


LENT =full of. 




opu 


+ 


lent 


fraudu 


+ 


lent 


MENT = state 


of, act of, that 


excite 


+ 


ment 


conceal 


+ 


ment 


gar 


+ 


ment 


ali 


+ 


ment 


speci 


+ 


men 


acu 


+ 


men 



MONY = that which, state of. 
testi -\- mony 

matri -|- mony 

OR = one who, quality of, that which. 



act 


+ or 


eplend 


+ or 


mot 


+ or 


fav 


+ or 


OSE —full of. 




acet 


+ ose 


joe 


+ ose 


ous =full of, quality of. 


odor 


-\- ous 


enorm 


+ ous 



to make 


public 


to make 


stand 


state of 


fanatic 


idiom 


France 


theory of 


Wesley 


theory of 


God 


one who 


Campbell-s 


one who 


Huss-es 


that which 


grain 


like 


end 


to make 


one 


quality of 


feast 


quality of 


delude 


one who 


taken 


that which 


move 


female 


executor 


full of 


wealth 


full of 


fraud 


state of 


excite 


act of 


conceal 


that which 


protect 


that which 


nourish 


that which 


to see 


state of 


sharp 


that which 


witness 


state of 


mother 


one who 


acts 


quality of 


shine 


that which 


moves 


that which 


befriends 


full of 


acid 


full of 


joke 


full of 


odor 


quality of 


without rule 



WORK-BOOK OF ETYMOLOGY. 



301 



KY = quality c 


f, one 


^Dho, place 


where, state 


Of 


• 


epistola 


+ 


ry 


= 


quality of 


epistle 


adversa 


+ 


ry 


= 


one who 


advert 


avia 


+ 


ry 


= 


place where 


bird 


accesso 


+ 


ry 


= 


that which 


accede 


derogato 


+ 


ry 


= 


quality of 


degrading 


observato + 


ry 


= 


place where 


observe 


distille 


+ 


ly 


= 


place where 


drop 


slave 


+ 


ry 


= 


state of 


slave 


"thieve 


+ 


ry 


= 


practice of 


thief 


soldie 


+ 


ry 


= 


aggregate of 


soldiers 


fer 


+ 


ry 


= 


place where 


bear 


TUDE = state c 


f. 










multi 


+ 


tude 


= 


state of 


many 


pleni 


+ 


tude 


= 


state of 


plenty 


quia 


+ 


tude 


= 


state of 


quiet 


TY = state of. 












liber 


+ 


ty 


= 


state of 


free 


densi 


+ 


ty 


= 


state of 


dense 


ULE = little. 












glob 


+ 


ule 


= 


little 


globe 


gran 


+ 


ule 


= 


little 


grain 


plum 


+ 


ule 


= 


little 


feather 


r 


+ 


ule 


= 


little 


model 


UBE = state of, that which, act 


of 






sut 


+ 


ure 


= 


state of 


sewed 


post 


+ 


ure 


= 


state of 


placed 


ten 


+ 


ure 


= 


that which 


holds 


ere at 


+ 


ure 


= 


that which 


created 


fract 


+ 


ure 


= 


act of 


break 


depart 


+ 


ure 


= 


act of 


depart 


UTB = like, to make. 










ac 


+ 


ute 


= 


like 


needle 


min 


+ 


ute 


= 


like 


small 


sal 


+ 


ute 


= 


to make 


health 


Y = state of. 












famil 


+ 


y 


= 


state of 


servant 


miser 


+ 


y 


= 


state of 


wretched 


savager 


+ 


y 


= 


state of 


more savage 


anarch 


+ 


y 


= 


state of 


without rule 








<r,^^m^^ 





302 



THE SYSTEM METHOD. 



ANGLO-SAXON SUFFIXES. 
form:. 1^ :e: a. isr iisr Gt . 



OF EADICAIi 




OF SUFFIX 




OF SUFFIX. 


OF RADICAL. 


ARD = one who 












drunk 


+ 


ard 




one wbo 


drunk 


slugg 


+ 


ard 


= 


one wbo 


lazy 


wiz 


+ 


ard 


= 


one wbo 


wise 


D = that which 












dee 


+ 


d 


= 


tbat wbicb 


done 


see 


+ 


d 


= 


tbat wbicb 


sown 


bon 


+ 


d 


= 


tbat wbicb 


bind 


drif 


+ 


t 


= 


tbat wbicb 


driven 


gif 


+ 


t 


= 


tbat wbicb 


given 


thef 


+ 


t 


= 


tbat wbicb 


tbieve 


DOM = domain 


of, state of. 








king 


+ 


dom 


= 


domain of 


king 


martyr 


+ 


dom 


= 


state of 


martyr 


ED = finished, 


with. 










pay 


+ 


ed 


= 


finisbed 


pay 


drift 


+ 


ed 


= 


finisbed 


drift 


gift 


+ 


ed 


= 


witb 


gift 


beard 


+ 


ed 


= 


witb 


beard 


coul 


+ 


d 


= 


finisbed 


can 


bear 


+ 


d 


= 


finisbed 


bear 


sboul 


+ 


d 


= 


finisbed 


sball 


stai 


+ 


d 


= 


finisbed 


stay 


woul 


+ 


d 


= 


finisbed 


will 


dream 


+ 


t 


= 


finisbed 


dream 


migb 


+ 


t 


= 


finisbed 


may 


tbrif 


+ 


t 


= 


finisbed 


tbrive 


EN = like, to make. 


made. 








gold 


+ 


en 


. =. 


like 


gold 


wood 


+ 


en 


= 


like 


wood 


bast 


+ 


en 


= 


to make 


baste 


deaf 


+ 


en 


= 


to make 


deaf 


brok 


+ 


en 


= 


made 


break 


heav 


+ 


en 


= 


made 


beave 


leatber 


+ 


n 


= ' 


like 


leatber 


moder 


+ 


n 


= 


like 


more now 


nortber 


+ 


n 


= 


like 


more nortb 


daw 


+ 


n 


= 


made 


day 


EK = more, repeatedly. 








larg 


+ 


er 


= 


more 


large 


broad 


+ 


er 


= 


more 


broad 



WORKBOOK OF ETYMOLOGY. 



303 



chatt 


+ 


er 


flutt 


+ 


er 


EST = most. 






•wild 


+ 


est 


soon 


+ 


est 


mo 


+ 


St 


YV-L^=fullof 






care 


+ 


ful 


fanci 


+ 


fill 


HOOD = kind. 






man 


-\ 


hood 


priest 


+ 


hood 


TNG = continuing, act 


of, th', 


go 


+ 


ing 


learn 


+ 


ing 


sav 


+ 


ing 


sav 


+ 


ing 


leav 


+ 


ing 


bagg 


+ 


ing 


off 


+ 


ing 


ISH := like. 






wolf 


+ 


ish 


blu 


+ 


ish 


KIN = little. 






mani 


+ 


kin 


pip 


+ 


kin 


LE = repeatedly, thai which. 


nibb 


+ 


le 


gird 


+ 


le 


lad 


+ 


le 


LESS = without. 




name 


+ 


less 


tooth 


+ 


less 


LIKE = like. 






war 


+ 


like 


LING = little. 


one who 




gos 


+ 


ling 


dar 


+ 


ling 


under 


+ 


ling 


LT = like. 






hil 


+ 


ly 


hearti 


+ 


ly 


friend 


+ 


ly 


NESS = state 


of. 




wilder 


+ 


ness 


wit 


4- 


ness 



repeatedly 


chat 


repeatedly- 


flap 


most 


wild 


most 


soon 


most 


more 


full of 


care 


full of 


fancy 


kind 


man 


kind 


priest 


continuing 


go 


continuing 


learn 


act of 


save 


thing 


saved 


thing 


left 


continuing 


bag 


thing (sea) 


off 


like 


wolf 


like 


blue 


little 


man 


little 


pipe 


repeatedly 


nip 


that which 


gird 


that which 


lade 


without 


name 


without 


tooth 



like 



little 


goose 


little 


dear 


one who 


under 


like 


hill 


like 


heart 


like 


friend 


state of 


wilder 


state of 


know 



304 



THE SYSTEM METHOD. 



ocK = little. 




hill + 


ock 


hunim -j- 


ock 


ON = large. 




butt + 


on 


ball + 


oon 


race + 


oon 


8 ^ = two or more. 




boy + 


s 


box + 


es 


ladi + 


es 


SHIP = State of. 




lord + 


ship 


partner + 


ship 


SOME = somewJiat of. 




dark + 


some 


meddle + 


some 


frolic -\- 


some 


STER = one who. 




song + 


ster 


game + 


ster 


TH = act of, state of thing. 


grow -f- 


th 


heal + 


th 


weal + 


th 


tru + 


th 


WARD = toward. 




rear -)- 


ward 


wind -\- 


ward 


wiSE = direction, manner. 


cross + 


wise 


side + 


wise 


Y = of, little, precious. 


health + 


y 


eas + 


y 


an + 


y 


chick + 


y 


bab + 


y 


Will + 


ie 



little 


hill 


little 


hump 


large 


bud 


large 


ball 


large 


rat 


two or more 


boy 


two or more 


box 


two or more 


lady 


state of 


lord 


state of 


partner 


somewhat of 


dark 


somewhat of 


meddle 


somewhat of 


frolic 


one who 


sing 


one who 


game 


act of 


grow 


state of 


hale 


state of 


weal 


thing 


true 


toward 


rear 


toward 


wind 


direction 


cross 


manner 


side 


of 


health 


of 


ease 


of 


one 


little 


chick 


precious 


babe 


little 


Will 



1 The regular suffix is s alone ; as, boy-s, measle-s, movable-s, acre-s. When the 
difficulty arises whether the suffix added is s alone or es, decide thus: When it is not 
plainly es (as in hox-es)., the suffix added is to be regarded as being es only when, in 
forming the plural, a word ending in e adds a syllable, or a word in fe changes f to v, 
or a word in y changes y to i ; as, wag-es, hous-es, hors-es ; liv-es, loav-es ; ladi-es, 
Mari-es. This distinction is made for decision's sake alone. 



Appendix F. 



A CATALOGUE SHOWING THE ROOTS, AFFIXES, 

AND ETYMOLOGICAL MEANING OF THE 

MOST IMPORTANT ENGLISH WORDS. 

The purposes of this appendix are, (1.) To show how words are divided 
etymologically, a question which is most difficult to be decided by students; 
(3.) To refer all words of the same derivation to one root, and not to any 
derived form of that root. For instance: attend is derived from tendere, 
fe?iSMTO=stretch; contain is commonly derived from ienere, tentum=^\io\&. 
The student is thus lead to think that these words are from two entirely 
different roots. In reality, both attend and contain are from tendere 
(pres. infin.), tensum or ientum (supine) ; and their derivation is so explained 
in this catalogue. Thus many words are traced to a few roots, the student 
thus acquiring power over the many in the study of one alone. It is the 
great aim of true education to reduce the multitude of particulars to the 
fewest possible number of classes; (3.) To show in the root a form as nearly 
as possible like the English spelling, that the derivation may be easily un- 
derstood by those unacquainted with the languages from which these words 
are taken. For this reason, in words of Latin derivation both the present 
infinitive and supine of the verbs are given, and the nominative and gen- 
itive cases of Bouns and adjectives. For instance: converse and convert are 
both from a root that signifies "turn" (pres. infin. vertere, supine versum), 
converse being formed from the supine, convert from the present infinitive. 
Both roots are thus clearly seen to come from a single Latin verb. 

Words derived from the Latin are printed in Eoman — vertere ; those from the Greek, in 
italics— theos; those from the Anglo-Saxon, in small capitals— wela. 

Nouns are marked with a small superior (') ; as, i grex, gregis ; adjectives, with a superior 
(2) ; adverbs, with a superior (3) ; prepositions, with a superior (*). Roots which in their 
native language are verbs, and roots which are identical with the root just preceding, are un- 
marked. Take for example the word acidity : its root is acer, acris, unmarked by a superior 
figure. If acer were unlike the preceding root, the student would rightly call acer a verb; 
but since acer is identical with the three preceding roots above it, the first of which is marked 
with a superior (^j as an adjective, the root (acer) of acidity is also an adjective. 

The classification of roots into Greek, Latin, and Anglo-Saxon does not include modem 
proper names. Such names are distinguished by a star. 



A bate ment batuere, batum 

ab brevi ate ^ brevls, brevls 

ab die at ion dicere, dictum 
ab err at ion errare, erratum 

a bide bidax 

ab jure i jus, juris 



beat 
brief 



wander 

stay 

law 



20 [305] 



306 



THE SYSTEM METHOD. 



abili t}' 


habere, habitum : 


have 


ab lut ion 


lucre, luituni : 


wash 


ab norm al 


1 norma, normae : 


rule 


ab ol ish ment 


olescere : 


grow 


ab ol it iou 


olescere : 


grow 


ab origin al 


oriri, oritus : 


rise 


ab ort iou 


oriri, oritus : 


rise 


ab ound 


1 unda, undae : 


wave 


ab ras iou 


radere, rasum : 


scrape 


ab rog at ion 


rogare, rogatum 


ask 


ab rupt 


rumpere, ruptum : 


burst 


abs con 


dare, datum : 


give 


abs ent 


esse 


be 


ab sol ute ly 


solvere, solutum 


loose 


ab sol ut ion 


solvere, solutum 


loose 


ab solve 


solvere, solutum 


loose 


ab sorb able 


sorbere, sorptum : 


sip 


ab sorpt iou 


sorbere, sorptum 


sip 


abs tain 


tendere, teusum or tentum 


stretch 


abs tin ence 


tendere, tensum or tentum 


stretch 


abs tract 


trahere, tractum : 


draw 


abs truse 


trudere, trusum 


thrust 


ab surd ity 


2 surdus, surdi 


deaf 


ab und ant 


1 unda, undae 


wave 


ab us ive 


uti, usus 


use 


ac cede 


cedere, cessum 


go 


ac celer ate 


2 celer, celeris 


swift 


ac celer ato ry 


celer, celeris 


swift 


ac ceutu ate 


canere, cantum 


sing 


ac cept able 


capere, captum 


take 


ac cesso ry 


cedere, cessum 


go 


ac cid ence 


cadere, casum 


: faU 


ac cid ent al 


cadere, casum 


faU 


ac clam at ion 


clamare, clamatum 


: cry 


ac clivi ty 


1 clivus, clivi 


hill 


ac com mod at ion 


1 modus, modi 


: measure 


ac com pan y 


^ panis, panis 


• bread 


ac com pi ish ed 


plere, pletum 


: fiU 


ac cord ance 


^ cor, cordis 


heart 


ac count ant 


comjjutare, computatum 


: reckon 


ac cret iou 


crescere, cretum 


: grow 


ac cumul ate 


^ cumulus, cumuli 


: heap 


ac CVS ate 


1 cura, curae 


: care 


ac cus at ion 


^ causa, causae 


: cause 


a cephal ous 


^ kephale 


: head 


acerbi ty 


^ acer, acris 


: sharp 


aeet ic 


acer, acris 


: sharp 


acet ose 


acer, acris 


: sharp 


acidi ty 


acer, acris 


: sharp 


acoust ics 


akouein 


: hear 


ac quiesce 


1 quies, quietis 


: rest 


ac quire 


quaerere, quaesitum 


: seek 


ac quis it ion 


quaererc, quaesitum 


: seek 


ac quis it ive ness 


quaerere, quaesitum 


: seek 


acr id 


^ acer, acris 


: sharp 


acri moni ous 


acer, acris 


: sharp 


acri mony 


acer, acris 


: sharp 


act ion able 


agere, actum 


: do 



WOBK-BOOK OF ETYMOLOGY. 



307 



act ive 

act or 

actu al 

ac ute 

a dam ant ean 

a dam ant ine 

ad ajrt at ion 

ad diet 

ad d it ion 

ad d it ive 

ad duce 

ad ept 

ad her ence 

ad her ency 

ad hes ion 

ad jac ent 

ad ject ive 

ad join ing 

ad junct ive 

ad jur at ion 

ad just 

ad minister 

ad ministr at or 

ad ministr atr ix 

ad mir ab ly 

ad mir at ion 

ad mire 

ad miss ion 

ad mit 

ad mon ish 

ad mon it ion 

ad nasc ent 

ad opt 

ad opt ion 

ad or at ion 

ad ult 

ad ulter ant 

ad ulter ate 

ad vent 

ad vent ure 

ad verb 

ad versa ry 

ad versi ty 

ad vert 

ad vert ise 

ad vert ise ment 

ad vice 

ad voc ate 

aer ate 

aeri al 

af fa bill ty 

af feet at ion 

af feet ing 

af feet ion 

af fi ance 

af fili at ion 

af fini ty 

af firm 



agere, actum 
agere, actum 
agere, actum 

1 acus, acus 
daman 
daman 

2 aptus, apti 
dicere, dictum 
dare, datum 
daie, datum 
ducere, ductum 

2 aptus, apti 
h.icrere, haesum 
haerere, haesum 
haerere, haesum 
jacere, jacitum 
jacere, j actum 
jungere, junctum 
jungere, junctum 

ijus, juris 

2 Justus, justi 

2 minister, ministri 
minister, ministri 
minister, ministri 
mirare, miratum 
mirare, miratum 
mirare, miratum 
mittere, missum 
mittere, missum 
monere, monitum 
monere, monitum 
nasci, natus 
optare, optatum 
optare, optatum 
orare, oratum 
olescere 

^ alter, alterius 
alter, alterius 
venire, ventum 
venire, ventum 

^ verbum, verbi 
vertere, versum 
vertere, versum 
vertere, versum 
vertere, versum 
vertere, versum 
videre, visum 
vocare, vocatum 

^ aer 
aer 

fari, fatus 
facere, factum 
facere, factum 
facere, factum 

^ fldes, fidei 

^ Alius, filii 

^ finis, finis 

2 firmus, firmi 



do 

do 

do 

needle 

tame 

tame 

fit 

speak 

give 

give 

lead 

fit 

stick 

stick 

stick 

lie 

throw 

yolce 

yoke 

law 

right 



handing 

handing 

wonder 

wonder 

wonder 

send 

send 

warn 

warn 

be born 

choose 

choose 

pray 

grow 

other 

other 

come 

come 

word 

turn 

turn 

turn 

turn 

turn 

see 

call 

air 

air 



make 

make 

make 

faith 

son 

end 

fast 



308 



THE 8T8TEM METHOD. 



af firm able 

af firm at ion 

af flict ion 

af flu ence 

af flux ion 

af ford 

af fray 

a field 

a foot 

aft er 

ag ent 

ag grand ize 

ag grav at ion 

ag greg at ion 

ag greg at ive 

ag gress ive 

ag ile 

ag ili ty 

ag it at ion 

ag it at or 

agon ize 

agon y 

agrari an 

a gree 

agrest ic al 

alien abili ty 

a light 

ali ment 

all ment at ion 

al leg at ion 

al lege 

al legi ance 

al levi at ion 

al liter at ion 
al low ance 
al lude 
al lus ion 
al luvi al 
alterc at ion 
altera at ion 
alti tude 
ambi dexter 
ambi dexteri ty 
amb i ent 
amb igUi ty 
amb it ion 
a melior ate 
a mend ato ry 
a mend ment 
a merce 
America n ism 
ami able 
amic able 
ami ty 

am mun it ion 
a mnes ty 
a morph ons 
amplii bi ous 



firmus, firmi 

firmus, firmi 

fligere, fiictum 

fluere, fluxum 

fluere, fluxum 

1 forum, fori 

1 f rigus, f rigoris 

1 FELD 

1 FOT 

3 EFT 

agere, actum 

2 grandis, grandis 
2 gravis, gravis 

1 grex, gregis 
grex, gregis 
gradi, gressus 
agere, actum 
agere, actum 
agere, actum 
agere, actum 
agein 
agein 

1 ager, agri 

2 gratus, grati 
^ ager, agri 

^ alius, alius 

LIHTAN 

alere, alitum 
alere, alitum 
legare, legatum 
legare, legatum 
ligare, ligatum 

^ levis, levis 

^ litera, literae 
locare, locatum 
ludere, lusum 
ludere, lusum 
lucre, luitum 

2 alter, alterius 
alter, alterius 

^ altus, alti 

^ dexios 
dexios 
ire, itum 
agere, actum 
ire, itum 

^ melior, melioris 

1 menda, mendae 
menda, mendae 

^ merx, mercis 

^ America * 
amare, amatum 
amare, amatum 
amare, amatum 
munire, munitum 
mna 

^ morphe 

1 hifis 



fast 

fast 

strike 

flow 

flow 

court 

cold 

field 

foot 

behind 

do 

grand 

heavy 

flock 

flock 

step 

do 

do 

do 

do 

lead 

lead 

field 

pleasing 

field 

another 

raise 

feed 

feed 

send 

send 

bind 

light 

letter 

place 

play 

play 

wash 

another 

another 

high 

right 

right 

go 

do 

go 

better 

fault 

fault 



America 

love 

love 

love 

defend 

remember 

form 

life 



WOBK-BOOK OF ETYMOLOGY. 



309 



amphi scii 


1 sMa 


amphi theater 


theasthai 


ampli tude 


2 amplus, ampli 


ampl y 


amplus, ampli 


am put ate 


putare, putatum 


am put at ion 


putare, putatum 


Ana bapt ist 


hajjiein 


ana chron ism 


^ chronos 


ana gram 


gra]pheln 


ana log ic al ly 


legem 


ana log y 


legem 


ana lysis 


luein 


ana lyt ic al 


luein 


ana lyze 


luein 


an arch y 


1 a7-che 


ana thema 


tithenai 


ana them at ize 


tithenai 


ana torn y 


temnein 


an cest or 


cedere, cessum 


an chor ite 


chorein 


anci ent ly 


*ante 


an ec dote 


didonai 


angul ar 


^ angkos 


angul ari ty 


angkos 


anim al cule 


^ anemos 


anim at ion 


anemos 


animosi ty 


anemos 


ann al s 


^ annus, anni 


an nex 


nectere, nexum 


an nex at ion 


nectere, nexum 


an nihil at ion 


1 nihil 


an not at ion 


noscere, notum 


an nounce 


1 nuncius, nuncii 


annu al 


^ annus, anni 


annul ty 


annus, anni 


annul ar 


1 annulus, annuli 


an oint 


ungere, unctum 


an omal ous 


^ homos 


an omal y 


homos 


an onym ous 


^ onym,a 


ant agon ist 


agein' 


ant arct ic 


1 arktos 


ante ced ent 


cedere, cessum 


ante di luvi an 


lucre, luitum 


anti Christ 


chriein 


anti cip ate 


capere, captum 


anti cip at ion 


capere, captum 


anti con tagi ous 


tangere, tactum 


anti dote 


didonai 


anti nom y 


1 nomos 


anti path y 


pathein 


anti phlogist ic 


phlegein 


anti podes 


Spoils, podos 


antiqua ri an 


^ antiquus, antiqui 


antiqua ry 


antiquus, antiqui 


antiqu ate 


antiquus, antiqui 


antiqu at ed 


antiquus, antiqui 


anti scii 


1 skia 



shadow 

see 

large 

large 

prune 

p"une 

dip 

time 

write 

speak 

speak 

loose 

loose 

loose 

beginning 

set 

set 

cut 

go 

give place 

before 

give 

bend 

bend 

wind 

wind 

wind 

year 

tie 

tie 

nothing 

learn 

messenger 

year 

year 

ring 

smear 

same 

same 

name 

lead 

bear 

go 

wash 

anoint 

take 

take 

touch 

give 

law 

suffer 

burn 

foot 

old 

old 

old 

old 

shadow 



310 



THE SYSTEM METHOD. 



anti thesis 


tithenai • 


set 


anxie ty 


angere, anctum : 


choke 


an y 


2 AN : 


one 


ap agog ic al 


agein '• 


lead 


a path y 


pathein '• 


suffer 


a pert ure 


parere, partum 


bring forth 


a petal ous 


1 petalon 


leaf 


ap helion 


1 helios 


sun 


ap heresis 


airein 


take 


ap hor ism 


horizein 


mark 


apo calypse 


kalyptein : 


cover 


apo cop ate 


kopteifi 


cut 


apo cope 


koptein 


cut 


apo crypha 


kry2:)tein 


hide 


apo cryph al 


kryptein 


hide 


apo deict ic al 


deiktmnai 


show 


apo gee 


-^ge 


earth 


apo log ize 


legein 


speak 


apo logue 


legein 


speak 


apo log y 


legein 


speak 


apo stas y 


hista?iai 


set 


apo stle 


stellein 


send 


apo stol ic 


stellein 


send 


apo strophe 


strephein 


turn 


apo theca ry 


tithenai 


set 


apo thegm 


'^ phthegma 


word 


apo theosis 


1 theos 


: god 


apo theos ize 


theos 


: god 


ap paratus 


parare, paratum 


prepare 


ap par el 


^ par, paris 


: equal 


ap par ent 


parere, paritum 


: be visible 


ap par it ion 


parere, paritum 


: be visible 


ap peal 


peUare (obsolete) 


caU 


ap pear 


parere, paritum 


De visible 


ap pear ance 


parere, paritum 


be visible 


ap peas able 


^ pax, pacis 


peace 


ap pend ant 


pendere, pensum 


: hang 


ap pendix 


pendere, pensum 


: hang 


ap per tain 


tendere, tensum or tentum 


: stretch 


ap pet ency 


petere, petitum 


: seek 


ap pet ite 


petere, petitum 


: seek 


ap plaud 


plaudere, plausum 


: clap 


ap plause 


plaudere, plausum 


: clap 


ap plic at ion 


plicare, plicatum 


fold 


ap ply 


pUcare, plicatum 


fold 


ap point 


pungere, punctum 


: prick 


ap preci ate 


^ pretium, pretii 


: price 


ap prehend 


prehendere, prehensum 


: seize 


ap prehens ible 


prehendere, prehensum 


: seize 


ap prise 


prehendere, prehensum 


: seize 


ap proach 


3 prope 


: near 


ap prob at ion 


^ probus, probi 


: good 


ap propri ate 


^ proprius, proprii 


: one's own 


ap prove 


^ probus, probi 


: good 


ap proxim ate 


^ proximus, proximi 


: nearest 


ap proxim at ion 


proximus, proximi 


: nearest 


ap pulse 


pehere, pulsum 


: drive 


ap pm- ten ance 


tendere, tensum or tentuin 


: stretch 



WORK-BOOK OF ETYMOLOGY. 



311 



apti tude 

aquat ic 

aque ous 

aquil ine 

ar able 

arbitra ment 

arbitra ri ly 

arbitra ry 

arbitr at ion 

arbitr at or 

archa ism 

ard ent 

ard or 

ardu ous 

argu ment 

arithmet ic 

arma ment 

arm ful 

arm or 

armo ry 

arm y 

aromat ics 

ar raign ment 

ar range 

ar ray 

ar re st 

ar rive 

ar rog ance 

arsen ic 

arti cle 

arti cul at ion 

artis an 

art ist 

art ist ic al 

art less 

a scend 

as cert ain 

a side 

a spect 

asperi ty 

a sperse 

a spers ion 

a spir ant 

a spir at ion 

as sail ant 

as sault 

as sent 

as sert 

as sert ion 

as sess or 

as sever at ion 

as sidu ous 

as simil ate 

as soci ate 

as suage 

as su me 

as su mpt ion 

aster oid al 



^ aptus, apti 

1 aqua, aquae 
aqua, aquae 

1 aquila, aquil^ 
arare, aratum 
arbitrari, arbitratus 
arbitrari, arbitratus 
arbitrari, arbiti-atus 
arbitrari, arbitratus 
arbitrari, arbitratus 

^ arche 
ardere, arsum 
ardere, arsum 

^ arduus, ardui 
arg-uere, argutum 

^ ariihmos 

1 arma, armorum 

^ artnos 

1 arma, armorum 
arma, armorum 
arma, armorum 

1 aroma 

1 ratio, rationis 

1 RANK 

1 GERAEDE 

stare, statum 
1 ripa, ripae 

rogare, rogatum 
^ arrhen 

1 artus, artus 
artus, artus 

^ ars, artis 
ars, artis 
ars, artis 
ars, artis 
scandere, scansum 

2 certus, certi 

2 SID 

specere, spectum 

2 asper, asperi 
spargere, sparsum 
spargere, sparsum 
spirare, spiratum 
spirare, spiratum 
salire, saltum 
salire, saltum 
sentire, sensum 
serere, sertum 
serere, sertum 
sedere, sessum 

2 severus, sever! 
sedere, sessum 

^ similis, simili 

1 socius, socii 

2 suavis, suavis 
emere, emptum 
emere, emptum 

^ a&ier 



fit 

water 

water 

eagle 

plow 

judge 

judge 

judge 

judge 

judge 

beginning 

burn 

burn 

steep 

make clear 

number 

arms 

joint 

arms 

arms 

arms 

spice 

reason 

row 

trappings 

stand 

bank 

ask 

male 

joint 

joint 

art 

art 

art 

art 

climb 

sure 

large 

see 

rough 

strew 

strew 

breathe 

breathe 

leap 

leap 

feel 

bind 

bind 

sit 

harsh 

sit 

like 

partner 

sweet 

buy 

buy 

star 



312 



THE SYSTEM METHOD. 



astr al 
a stringe 
a string ent 
a sym ptote 
a the ism 
a the ist 
athlet ic 
a ton ic 
atroci ty 
a troph y 
at tain 
at tempt 
at tent ion 
at tent ive 
at test 
at tract ive 
at trib ute 
at tune 
auct ion eer 
auth or 
auth ori ty 
auxili ar y 
a vail able 
a venue 
a vers ion 
a vert 
avia ry 
a voc at ion 
a vow al 
a wake 

Bab V 



bagg ing 
bail ee 
baU ooa 
balm y 
band age 
Bapt ist 
bapt ize 
barbar ism 
barbar ous 
baron et 
baron y 
bass oon 
beard ed 
beati tude 
be cause 
beech en 
be night 
benigni ty 
be praise 
be seech 
be spang le 
be spatt er 
bill et 
bleach er y 
blood y 
blu ish 



aster 


: star 


stringere, strictum 


: strain 


stringere, strictum 


: strain 


piptdn 


: fall 


^ fheos 


god 


theos 


: god 


^ athlon 


• prize 


^ tonos 


tone 


^atrox, atrocis 


cruel 


trephein 


nourish 


tendere, tensum or tentum 


stretch 


tendere, tensum or tentiun 


stretch 


tendere, tensum or tentum 


stretch 


tendere, tensum of tentum 


stretch 


^ testis, testis 


witness 


trahere, tr actum 


draw 


tribuere, tributum 


: grant 


^ tonos 


: tone 


augere, auctum 


increase 


augere, auctum 


increase 


augere, auctum 


increase 


augere, auctum 


increase 


valere, valitum 


be strong 


venire, ventum 


come 


vertere, versum 


: turn 


vertere, versum 


: turn 


1 avis, avis 


bird 


vocare, vocatum 


call 


vovere, votum 


vow 


WACAX 


: wake 


^BABE 


infant 


Ibaga 


cofEer 


BAGA 


coffer 


1 bajulus, bajuli 


carrier 


^ balla, ballae 


baU 


^ balsamon 


balsam 


BIND AN 


bind 


haptem 


dip 


iaptem 


dip 


^ barbaros 


foreign 


barbaros 


foreign 


1 baro, baronis 


man 


baro, baronis 


man 


2 BAAS 


low 


1 barba, barbae 


beard 


beare, beatum 


bless 


1 causa, causae 


cause 


1 BECE : 


beech 


1 NEAHT : 


night 


^ benignus, benigni 


good 


^ pretium, pretii : 


price 


SBCAN : 


seek 


SPANNAN 


span 


SPITTAN : 


eject 


1 billa, billae 


seal 


BLEACAN : 


bleach 


^BLOD 


blood 


^BLEO 


blue 



WOMK-BOOK OF ETYMOLOGY. 



313 



boil ing 
botan ic al 
botan ize 
botan y 
bouuda ry 
boun ty 
bow el 
box es 
boy s 
brack et 
bi-each y 
bread th 
break age 
breech es 
brevi ty 
brilli ancy 
bronchi al 
bucol ic 
buU et 
bum kin 
buoy ancy 
buzz ard 

Cabin et 
cad ence 
calamit ous 
calamit y 
calcul at ion 
callosi ty 
calor ic 

calumni at ion 
calumn y 
Calyin ism 
campan ul ate 
Campbell ite 
camphor ate 
cand id ate 
cand or 
can ine 
canon ic al 
canon ize 
canti cle 
capaci ous 
capaci ty 
capacit ate 
capit al 
capit at ion 
capit ul ate 
capt ain 
capti ous 
capt iv ate 
capt ive 
capt or 
capt ure 
cardi ac 
caric at ure 
eai-n al 
^carn ali ty 



buUa, buHae 

botane 

hotane 

botane 

bunda, bundae 

bonus, boni 

botulus, botuU 

BOX 
BOY 

brachium, brachii 

BKICE 

BR an 

BKECAN 
BROC 

brevis, brevis 
beryhus, beryUi 
broHchos 
boukolos 
bulla, bullae 

BOOM 

boja, bojae 
buteo, buteonis 

CABAN 

cadere, casum 
calamitas, calamitatis 
calamitas, calamitatis 
calculus, calculi 
caUus, caUi 
calere, caUtum 
calumnia, calumniae 
calumnia, calumniae 
Calvin * 

campana, campanae 
Campbell * 
kaphoura 

candere, canditum 
candere, canditum 
canis, canis 

CANON 
CANON 

canere, cantum 
2 capax, capacis 

capax, capacis 

capax, capacis 
1 caput, capitis 

caput, capitis 

caput, capitis 

caput, capitis 

capere, captum 

capere, captum 

capere, captum 

capere, captum 

capere, captum 
^ kardia 

caricare, caricatum 
^ caro, carnis 

caro, carnis 



bubble 

herb 

herb 

herb 

limit 

good 

intestine 

case 

boy 

arm 

gap 

broad 

break 

girdle 

brief 

beryl 

windpipe 

cowherd 

bubble 

beam 

float 

hawk 

cabin 

faU 

loss 

loss 

pebble 

hardness 

be hot 

slander 

slander 

Calvin 

beU 

Campbell 

camphor 

glow 

glow 

dog 

rule 

rule 

sing 

holding 

holding 

holding 

head 

head 

head 

head 

take 

take 

take 

take 

take 

heart 

overload 

flesh 

flesh 



314 



TEE SYSTEM METHOD. 



cart age 


1 carnis, carri 


castig ate 


castigare, castigatum 


castig at ion 


castigare, castigatum 


casu al ty 


cadere, casum 


cata leps y 


lamhanem 


cata logue 


legein 


cata plasm 


plassein 


cata ract 


rhagnunai 


cata rrh 


rhein 


cata rrh ous 


rhein 


cata strophe 


strephei7i 


cat ech ise 


echein 


cat ech ism 


echein 


cat echumen 


echein 


cat egor ize 


^ agora 


cat egor y 


agora 


cat hedral 


1 hedra 


cat hoi ic 


^ holos 


cat hoi ic ism 


holos 


cat hoi ici ty 


holos 


cat kin 


^CAT 


cat optr ics 


op 


cans at ion 


1 causa, causae 


cauter ize 


kauein 


caut ion 


cavere, cautum 


cauti ous 


cavere, cautum 


caviU ing 


2 cavus, cavi 


cease less 


cessare, cessatum 


celebr at ed 


^celeber, Celebris 


celebr at ion 


celeber, Celebris 


celebri ty 


celeber, Celebris 


celeri ty 


2 celer, celeris 


celesti al 


1 coelum, coeli 


cell ul ar 


1 cella, ceUae 


ceU ule 


cella, celiac 


cell ul ose 


cella, ceUae 


Celt ic 


iCelt 


cemete ry 


koima7i 


cens or 


censere, censum 


cens ori ous 


censere, censum 


cens ur able 


censere, censum 


centr al \z at ion 


1 keidron 


centr al ize 


kentron 


cere moni al 


1 Caere 


cere moni ous 


Caere 


cere mony 


Caere 


cert ain 


2 certus, certi 


certi fy 


certus, certi 


cess at ion 


cessare, cessatum 


cess ion 


cessare, cessatum 


chand el ier 


candere, canditum 


chaot ic 


cha 


character iz at ion 


charassein 


character ize 


charassehi 


chari ty 


2 carus, cari 


chart er 


1 chartes 


chast en 


castigare, castigatum 


chatt er 


CWAEDAN 



wagon 

beat 

beat 

fan 

take 



mold 

break 

flow 

flow 

turn 

sound 

sound 

sound 

assembly 

assembly 

seat 

whole 

whole' 

whole 

cat 

see 

cause 

burn 

take care 

take care 

hollow 

cease 

famous 

famous 

famous 

swift 

heaven 

cell 

ceU 

ceU 

Celt 

sleep 

value 

value 

value 

point 

point 

Caere 

Caere 

Caere 

sure 

sure 

cease 

cease 

glow 

yawn 

engrave 

engrave 

dear 

leaf 

beat 

speak 



WOBK-BOOK OF ETYMOLOGY 



315 



chem ic al 

chem ist ry 

Cher ish 

chick y 

child hood 

chilli ness 

chimer ic al 

cholor ic 

Christ en dom 

Christi ani ty 

chromat ic 

chron ic 

cinemat ics 

cinera ry 

circ le 

circu it 

circu it ous 

circ ul ate 

circ ul ato ry 

circum amb i ent 

circum cis ion 

circum fer ence 

circum gyr at ion 

circum jac ent 

circum locut ion 

circum scribe 

circum spect ive 

circum st ance 

circum st anti al 

cii'cum vail at ion 

circum vent 

cit at ion 

citizen ship 

civ ic 

civ iU an 

civ il iz at ion 

claim ant 

clam or ous 

clandestine ly 

clari fy 

class ic al 

classi fy 

clavi cle 

clef t 

clem ency 

clin ic al 

cloist er 

clos et 

CO agul at ion 

CO alesce 

CO alesc ence 

CO al it ion 

CO ef fici ency 

CO empt ion 

CO erce 

CO ere ible 

CO ere ion 

CO ere ive 



^ chymos 
chymos 
^ carus, cari 

^ CICEN 
^CYLE 

^ chaimaira 
■'■ cholos 

chriein 

chridn 
^ chroma 
^ chronos 

kiuem 

1 cinis, cineris 
^ ki7'kos 

ire, itum 
ire, itum 
^ kirkos 
kirkos 
ire, itum 
caedere, caesum 
ferre, latum 

2 gyros 

jacere, jacitum 

loqui, locutus 

scribere, scriptum 

specere, speetum 

stare, statum 

stare, statum 
1 vallum, valli 

venire, ventum 

ciere, citum 
^ civis, civis 

civis, civis 

civis, civis 

civis, civis 

clamare, clamatum 

clamare, clamatum 
' clam 

^ clarus, clari 
1 classis, classis 

classis, classis 
1 clavis, clavis 

CLEAVE 

1 clemeus, dementis 
klinein 

claudere, clausum 
claudere, clausum 
agere, actum 
alere, aUtum 
alere, aUtum 
alere, alitum 
facere, factum 
emere, emptum 
arcere 
arcere 
arcere 
arcere 



jmce 

juice 

dear 

fowl 

child 

cool 

she-goat 

bile 

anoint 

anoint 

color 

time 

move 

ashes 

ring 

go 

go 

ring 

ring 

go 

cut 

bear 

round 

He 

speak 

write 

see 

stand 

stand 

rampart 

come 

rouse 

citizen 

citizen 

citizen 

citizen 

cry 

cry 

secretly 

clear 

class 

class 

key 

split 

mild 

lean 

shut 

shut 

do 

nourish 

nourish 

nourish 

make 

buy 

keep 

keep 

keep 

keep 



316 



THE SYSTEM METHOD. 



CO etaae ous 


^ aetas, aetatis : 


age 


CO ev a] 


^ aio7i 


age 


CO ex ist 


stare, statum : 


stand 


CO ex tend 


tendere, tensum or tentum : 


stretch 


CO g ency 


agere, actum : 


do 


CO g ent 


agere, actum : 


do 


CO git ate 


agere, actum : 


do 


CO hes ive 


haerere, haesum : 


stick 


CO in cide 


cadere, casum : 


fall 


CO in cid ence 


cadere, casum 


faU 


col lapse 


labi, lapsus 


slide 


col later al 


ilatus, lateris 


side 


col lat ion 


latus, lateris : 


side 


col league 


legere, lectum 


gather 


col lect 


legere, lectum 


gather 


coll et 


1 coUum, colli 


neck 


col lide 


laedere, laesum 


strike 


col loqu y 


loqui, locutus 


speak 


colon 1st 


colere, colitum 


tiU 


colon y 


colere, colitum 


tiU 


com bine 


^ binus, bini 


double 


com fort 


2 fortis, fortis 


strong 


com ic 


1 komos 


festival 


com mand 


mandare, mandatum 


bid 


com memor ate 


2 memo)-, memoris 


mindful 


com mend able 


mandare, mandatum 


bid 


com merce 


^merx, mercis 


goods 


com min ut ion 


^ minor, minoris 


less 


com miser ate 


^ miser, miseri 


: wretched 


com missa ry 


mittere, missum 


: send 


com miss ion 


. mittere, missum 


: send 


com mitt ee 


mittere, missum 


: send 


com modi ous 


1 modus, modi 


: measure 


com modi ty 


modus, modi 


: measure 


com mon 


^ munus, muneris 


work 


com mot ion 


movere, motum 


: move 


com munic at ion 


1 munus, muneris 


: work 


com mun ion 


munus, muneris 


; work 


com muni ty 


munus, muneris 


: work 


com mute 


mutare, mutatum 


: change 


com pact 


pangere, pactum 


: fix 


com pan Ion able 


^panis, panis 


: bread 


com pan y 


l^anis, panis 


: bread 


com par at ive 


^ par, paris 


: equal 


com pare 


pai-, paris 


: equal 


com pass ion ate 


patl, passus 


: sufEer 


com pat ibili ty 


pati, passus 


: sufEer 


com pat ible 


pati, passus 


: sufEer 


com patriot 


^ pater, patris 


: father 


com pel 


pellere, pulsum 


: di'ive 


com pendi ous 


pendere, pensum 


: weigh 


com pens ate 


pendere, pensum 


: weigh 


com pet ency 


petere, petitum 


: seek 


com pet ent 


petere, petitum 


: seek 


com pet it ion 


petere, petitum 


: seek 


com pile 


^pilus, piU 


: hair 


com plain ant 


plangere, planctum 


: beat 


com pie ment 


plere, pletum 


• fill 



WORK-BOOK OF ETYMOLOGY. 



317 



com plex ion 


plectere, plexum 


braid 


com plic at ive 


plicare, plicatum 


; fold 


com pliei ty 


plicare, plicatum 


: fold 


com pli ment 


plere, x^letum 


: fiU 


com pos ite 


ponere, positum 


: place 


com pos ure 


ponere, positum 


; place 


com pos it ion 


ponere, positum 


place 


com pound 


ponere, positum 


: place 


com prehend 


prehendere, prehensum 


: seize 


com prehens ion 


prehendere, prehensum 


: seize 


com press ible 


premere, pressum 


: press 


com prise 


prehendere, prehensum 


: seize 


com pro mise 


mittere, missum 


: send 


com pul so ry 


peUere, pulsum 


: drive 


com punct ion 


pungere, punctum 


: prick 


con eaten ate 


1 catena, catenae 


: chain 


con ceal ment 


celare, celatum 


: cover 


con cede 


cedere, cessum 


: go 


con ceit ed 


capere, captum 


take 


con ceive 


capere, captum 


take 


con eentr ate 


^ kentron 


point 


con centr ic 


kentron 


: point 


con centr ici ty 


kentron 


: point 


con cept ion 


capere, captum 


: take 


con ceptu al ism 


capere, captum 


take 


con cern 


cernere, cretum 


: sift 


con cert 


certare, certatum 


strive 


con cess ion 


cedere, cessum 


• go 


con cili at ion 


cedere, cessum 


go 


con cili ato ry 


cedere, cessum 


go 


con cise 


caedere, caesum 


cut 


con clave 


I clavis, clavis 


key 


con elude 


claudere, clausum 


shut 


con clus ion 


claudere, clausum 


shut 


con clus ive 


claudere, clausum 


shut 


con coct 


coquere, coctum 


cook 


con coct ion 


coquere, coctum 


cook 


con com it ant 


ire, itum 


go 


con cord ance 


^ cor, cordis 


heart 


con course 


currere, cursum 


run 


con Crete 


crescere, cretiun 


grow 


con cur 


currere, cursum 


run 


con cuss ion 


quatere, quassum 


shake 


con demn 


damnare, damnatum 


doom 


con dens at ion 


^ densus, densi : 


thick 


con dense 


densus, densi 


thick 


con de scend 


scandere, scansum 


climb 


con dign 


2 dignus, digni 


worthy 


con dit ion 


dare, datum 


give 


con dole 


dolere, dolitum 


howl 


con duce 


ducere, ductum 


lead 


con duct or 


ducere, ductum : 


lead 


con dult 


ducere, ductum : 


lead 


con feet ion er y 


facere, factum : 


make 


con feder acy 


1 foedus, foederis : 


league 


con feder ate 


foedus, foederis : 


league 


con fer ence 


ferre, latum : 


bear 


con fess 


fateri, fassus : 


own 



!18 



THE SYSTEM METHOD. 



con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 
con 



fid ence 

fid enti al 

fine ment 

firm at ion 

fisc ate 

flagr at ion 

flict 

flu ence 

formi ty 

found 

front 

fus ion 

fut at ion 

fute 

geal 

gell at ion 

geni al 

gratul ate 

greg at ion 

greg at ion al ist 



gru ent 
ic 

ject ure 
jug al 
jug ate 
junct ure 
jure 
nate 
nect 

nect ion 
quer or 
quest 

sanguini ty 
Bci ence 
sci enti ous 
sci ous ness 
script ion 
seer ate 
secut ive 
sequ ence 
sider at ion 
sign ment 
sign ee 
sign or 
sist 

sol at ion 
sole 

solid ate 
eon ant 
sort 

spicu ous 
spir acy 
st ant 
stell at ion 
stern at ion 
stip ate 
stitu ent 



^ fides, fidei 

fides, fidei 
^ finis, finis 
^ firmus, firmi 
^ fiscus, flsci 

flagrare, flagratura 

iligere, flictum 

fluere, fluxum 

1 forma, f ormae 
fundere, fusum 

^ frons, frontis 
fundere, fusum 
futare, futatum 
futare, futatum 

^ gelu, gelus 
gelu, gelus 
gignere, genitum 

2 gratus, grati 
^ grex, gregis 

grex, gregis 
gradi, gressus 
gruere (obsolete) 

^ konos 
jacere, jactum 
jungere, junctum 
jungere, junctum 
jungere, junctum 

ijus, juris 
nasci, natus 
nectere, nexum 
nectere, nexum 
quaerere, quaesitum 
quaerere, quaesitum 

^ sanguis, sanguinis 
scire, scitum 
scire, scitum 
scire, scitum 
scribere, scriptum 

2 sacer, sacris 
sequi, secutus 
sequi, secutus 
sedere, sessum 

1 signum, signi 
signum, signi 
signum, signi 
stare, statum 
solari, solatus 
solari, solatus 

^ solidus, solidi 
sonare, sonitum 

^ sors, sortis 
specere, spectum 
spirare, spiratum 
stare, statum 

1 Stella, stellae 
sternere, stratum 
stipare, stipatum 
stare, statum 



faith 
faith 
end 
fast 
basket 
burn 
strike 
flow 
form 
pour 
brow- 
pour 
cool 
cool 
cold 
cold 
beget 
pleasing 
flock 
flock 
step 
grow 
point 
throw 
yoke 
yoke 
yoke 
law 

be born 
tie 
tie 
seek 
seek 
blood 
know 
know 
know 
write 
holy 
follow 
follow 
sit 

mark 
mark 
mark 
stand 
soothe 
soothe 
firm 
sound 
lot 
see 

breathe 
stand 
star 
spread 
crowd 
stand 



WORK-BOOK OF ETYMOLOGY. 



319 



con stit ut ion 


stare, statum 






: stand 


con strain 


stringere, strictum 




: strain 


con strict 


stringere, strictum 




: strain 


con struct ion 


struere, structum 




: pile 


con su mpt ion 


emere, emptum 






: buy 


con tact 


tangere, tactum 






: toucb 


con tag ion 


tangere, tactum 






: touch 


con taiu 


tendere, tensum 


or 


tentum 


: stretch 


con tempi at ive 


temneiri 






: cut off 


con tempora ry 


temnein 






: cut off 


con tempt ible 


temnere, temptum 




: slight 


con temptu ous 


temnere, temptum 




: slight 


con tend 


tendere, tensum 


or 


tentum 


: stretch 


con tent 


tendere, tensum 


or 


tentum 


: stretch 


con tent ion 


tendere, tensum 


or 


tentum 


: stretch 


con termin ous 


1 terma 






: hmit 


con test 


^ testis, testis 






: witness 


con text 


texere, textum 






: weave 


con tigu ous 


tangere, tactum 






touch 


con tigui ty 


tangere, tactum 






touch 


con tin ent 


tendere, tensum 


or 


tentum 


stretch 


con tin ent al 


tendere, tensum 


or 


tentum 


. stretch 


con ting ent 


tangere, tactum 






touch 


con tiuu al 


tendere, tensum 


or 


tentum 


stretch 


con tinui ty 


tendere, tensum 


or 


tentum 


stretch 


con tort ion 


torquere, torsum 






twist 


con tract ion 


trabere, tractum 






draw 


contra diet 


dicere, dictum 






speak 


contra diet ion 


dicere, dictum 






speak 


contra veue 


venire, ventum 






come 


con trib ute 


tribuere, tributum 




grant 


con trit Ion 


terere, tritum 






rub 


contro vers y 


vertere, versum 






turn 


contro vert 


vertere, versum 






turn 


con turn acy 


tumere 






swell 


con tumel y 


tumere 






swell 


con tus ion 


tudere, tusum 






beat 


con valesc ence 


valere, valitura 






be strong 


con valesc ent 


valere, valitum 






be strong 


con vene 


venire, ventum 






come 


con veni ence 


venire, ventum 






come 


con veni ent 


venire, ventum 






come 


con venti cle 


venire, ventum 






come 


con vent ion 


venire, ventum 






come 


con verge 


vergere, versum 






bend 


con vers at ion 


vertere, versum 






turn 


con verse 


vertere, versum 






turn 


con vex 


vehere, vectum 






carry 


con vexi ty 


vehere, vectum 






carry 


con vey 


^ via, viae 






way 


con vey ance 


via, vaie 






way 


con Vict ion 


Tincere, victum 






conquer 


con vince 


vincere, victum 






conquer 


eon vivi al 


vivere, victum 






live 


con voc at ion 


vocare, vocatum 






call 


con voke 


vocare, vocatum 






call 


con vuls ion 


vellere, vulsum 






pluck 


cool isb 


2 COL 






cool 



320 



THE SYSTEM METHOD. 



CO oper ate 
CO ordin ate 
cord age / 
cordi al 
cordi ali ty 
corou at ion 
coron er 
coron et 
corpor al 
corpor at ion 
corpore al 
corpul ency 
corpul ent 
corpus cle 
cor rect ion 
cor re spond 
cor robor at ive 
cor rupt 
cors et 
cortic ose 
cosmet ic 
coun ten ance 
counter act 
cour age 
cour age ous 
CO ven ant 
ere at or 
ere at ure 
cred ence 
cred enti al 
cred ibili ty 
cred ible 
cred it 
credul ous 
cresc ent 
crimin ali ty 
cripp le 
criter ion 
crit ic ise 
crit ic ism 
cross wise 
cruci al 
cruc ible 
cru el 
crystall ine 
crystall ize 
culp able 
cultiv ate 
cultiv at ion 
cumul at ive 
cur able 
cur ate 
curi ous 
curr ency 
curr ent 
curso ry 
custod y 
cutane ous 



^ opus, operis 
1 ordo, ordinis 
^ chorde 
^ cor, cordis 

cor, cordis 
^ koronos 

koronos 

koronos 
1 corpus, corporis 

corpus, corporis 

corpus, corporis 

corpus, corporis 

corpus, corporis 

corpus, corporis 

regere, rectum 

spondere, sponsum 
^ robur, roboris 

rumpere, ruptum 
^ corpus, corporis 
1 cortex, corticis 
■•■ kosmos 

tendere, tensum or tentum 

agere, actum 
1 cor, cordis 

cor, cordis 

venire, ventum 

creare, creatum 

creare, creatum 

credere, creditum 

credere, creditum 

credere, creditum 

credere, creditum 

credere, creditum 

credere, creditum 

crescere, cretum 
■^ crimen, criminis 

CREOPAN 

krinein 

krinein 

krinein 
^ cruz, crucis 

crux, crucis 

crux, crucis 
^ cruor, cruoris 
^ kryos 

kryos 
^ culpa, culpae 

colere, cultum 

colere, cultum 
^ cumulus, cumuli 
1 cura, curae 

cura, curae 

cura, curae 

currere, cursum 

currere, cursum 

currere, cursum 
1 custos, custodis 
^ cutis, cutis 



"work 

order 

string 

heart 

heart 

curved 

curved 

curved 

body 

body 

body 

body 

body 

body 

rule 

promise 

oak 

burst 

body 

bark 

order 

stretch 

do 

heart 

heart 

come 

form 

form 

believe 

believe 

believe 

believe 

believe 

believe 

grow 

crime 

creep 

separate 

separate 

separate 

cross 

cross 

cross 

blood 

frost 

frost 

fault 

till 

tm 

heap 

care 

care 

care 

run 

run 

run 

guard 

skin 



WOBK-BOOK OF ETYMOLOGY. 



321 



cylind er 
cyn ic 

Dam age 
damn at ion 
dark ling 
dark some 
dar ling 
dast ard 
daunt less 
daw n 
dazz le 
dea con 
dea con ry 
dea d en 
deaf en 
de base 
de base ment 
de bent ure 
debllit ate 
debili ty 
deb it 
debt or 
de cad ence 
de capit ate 
de cay 
de cease 
decenc y 
de cide 
de cidu ous 
decim al 
decim at ion 
de cis ion 
de cis ive 
de clam at ion 
de clar at ion 
de clin at ion 
de cline 
de clivi ty 
de coct ion 
de com pose 
decor ate 
decor at ive 
de crease 
de ere ed 
de crepi tude 
de die ate 
de duce 
dee d 
de face 

de fam ato ry 
de fame 
de feat 
de feet ion 
de feet ive 
de fend ant 
de fense less 
de fens ive 
de fer ence 



kylidn 
^kyon 

damnare, damnatum 
damnare, damnatum 

^DEARG 

DEAKC 
^ DEORE 

DASTRIGAN 

domare, domitum 

^DAEG 
^DWAES 

diekein 
diekein 

DOAN 
,^ DEAF 



BAAS 

debere, debitum 

^ debilis, debilis 
debilis, debilis 
debere, debitum 
debere, debitum 
cadere, casum 

^ caput, capitis 
cadere, casum 
cedere, cessum 
decere 

caedere, ceasum 
cadere, casum 

^ decern 
decem 

caedere, caesum 
caedere, caesum 
clamare, clamatum 

^ clarus, clari 
klindn 
klinein 

1 clivus, clivi 
coquere, coctum 
ponere, positum 

^ decor, decoris 
decor, decoris 
crescere, cretum 
cernere, cretum 
crepare, crepitum 
dicere, dictum 
ducere, ductum 

DON 

^ facies, faciei 

^ fama, f amae 
fama, famae 
facere, factum 
facere, factum 
facere, factum 
fendere, fensum 
fendere, fensum 
fendere, fensum 
ferre, latum 



roU 
dog 

doom 

doom 

dark 

dark 

dear 

fi-igbten 

tame 

day 

stupid 

run 

run 

die 

deaf 

low 

low 

owe 

weak 

weak 

owe 

owe 

faU 

head 

fall 

go 

be fitting 

cut 

faU 

ten 

ten 

cut 

cut 

cry 

clear 

lean 

lean 

hiU 

cook 

place 

beauty 

beauty 

grow 

sift 

rattle 

speak 

lead 

do 

face 

report 

report 

make 

make 

make 

fence 

fence 

fence 

bear 



21 



322 



THE SYSTEM METHOD. 



de fin ite 


1 finis, finis : 


end 


de fin it ion 


finis, finis ; 


end 


de fleet 


flectere, flexnm : 


bend 


de form 


1 forma, formae : 


form 


de formi ty 


forma, formae 


form 


de fraud 


^ fraus, fraudis 


fraud 


de gener acy 


gignere, genitum : 


beget 


de grad at ion 


gradi, gressus 


step 


de grade 


gradi, gressus 


step 


de ism 


^ deus, dei : 


god 


de ist 


deus, dei 


god 


del ty 


deus, dei 


god 


de ject ion 


jacere, j actum 


throw 


de leg ate 


legere, lectum : 


choose 


deleteri ous 


delere, deletum 


blot out 


de liber at ion 


^ libra, librae 


balance 


de line ate 


1 linea, lineae : 


line 


de linqu ency 


linquere, lictum 


leave 


de lude 


ludere, lusum 


play 


de lus ion 


ludere, lusum 


play 


de mand 


mandare, mandatum 


bid 


de mesmer ize 


^ Mesmer * 


Mesmer 


de mol ish 


^ moles, molis 


mass 


de mol it ion 


moles, molis 


mass 


demoni ae 


^ daimon 


divinity 


de monstr ate 


monstrare, monstratum 


show 


de mor al iz at ion 


^ mos, moris 


manner 


de mor al ize 


mos, moris 


manner 


demot ic 


^ demon 


people 


de mur 


^ mora, morae 


delay 


de murr age 


mora, morae 


delay 


de n i al 


aio 


say 


de nomin at ion 


1 nomen, nominis 


name 


de note 


1 nota, notae 


mark 


de nounce 


^ nuncius, nuncii 


messenger 


densi ty 


^ densus, densi 


thick 


dent al 


^ dens, dentis 


tooth 


denti cle 


dens, dentis 


tooth 


dent ist 


dens, dentis 


tooth 


de nud at ion 


2 nudus, nudi 


bare 


de nude 


nudus, nudi 


bare 


de nunci at ion 


^ nuncius, nuncii 


messenger 


de n y 


aio 


say 


de odor ize 


^ odor, odoris 


scent 


de part 


1 pars, partis 


part 


de part ure 


pars, partis 


part 


de pict 


pingere, pictum 


paint 


de plor able 


plorare, ploratum 


wail 


de popul ate 


1 populus, populi 


people 


de pos it ion 


ponere, positum 


place 


de pravi ty 


2 pravus, pravi 


crooked 


de preci ate 


1 pretium, pretii 


price 


de pred at ion 


1 praeda, praedae 


plunder 


de pred at or 


praeda, praedae 


plunder 


de press 


premere, pressum 


press 


de prive 


' privus, privi 


single 


de put at ion 


putare, putatum 


: think 


de put y 


putare, putatum 


: think 



WORK-BOOK OF ETYMOLOGY. 



523 



de ride 


ridere, risum 


laugh 


de ris ion 


ridere, risum 


laugh 


de riv at ion 


^ rivus, rivi 


bank 


de rive 


rivus, rivi 


bank 


de rog ato ry 


rogare, rogatum 


ask 


des cant 


canere, cantum 


sing 


de scend ant 


scandere, scansum 


climb 


de scribe 


scribere, scriptum 


WTite 


de script ion 


scribere, scriptum 


■n-rite 


de seer ate 


2 sacer, sacris 


holy 


de sert 


serere, sertum 


bind 


de sign 


1 signum, signi 


: mark 


de sign ate 


signum, signi 


mark 


desir ous 


desiderare, desideratum 


wish 


de sol ate 


2 solus, soli 


alone 


de spair 


sperare, speratum 


. hope 


de sper at ion 


sperare, speratum 


hope 


de spic able 


specere, spectum 


see 


de spond ency 


spondere, sponsum 


promise 


despot ic 


1 despotes 


lord 


de stit ute 


stare, statum 


stand 


de struct ion 


struere, structum 


pile 


de sulto ry 


salire, saltum 


leap 


de tain 


tendere, ten sum or tentum 


stretch 


de tect 


tegere, tectum 


cover 


de tent ion 


tendere, tensum or tentum 


stretch 


de ter 


terrere, territum 


fi'ighten 


deterior at ion 


2 deterior, deterioris 


worse 


de termin at ion 


1 terma 


limit 


de termine 


terma 


limit 


de test 


1 testis, testis ; 


witness 


de tract ion 


trahere, tractum 


draw 


de tri ment al 


terere, tritum 


rub 


de velop ment 


velle 


wish 


de vi at ion 


1 via, viae 


way 


de vil ish 


ballei7i 


throw 


de volve 


volvere, volutum 


roU 


de vot ee 


vovere, votum 


vow 


de vot ion 


vovere, Totum 


vow 


de vour 


vorrare, voratum 


swallow 


de Tout 


vovere, votum 


TOW 


dexteri ty 


2 dexios 


right 


dex ter ous 


dexios 


right 


dia bol ic al 


iallein 


throw 


di acoust ics 


akouein 


hear 


dia crit ic al 


krinein 


separate 


di aeresis 


airein 


: take 


dia gon al 


1 gonia 


angle 


dia gram 


graplieiit 


write 


di al 


1 dies, diei 


: day 


dia log ist 


legein 


speak 


dia logue 


legein 


speak 


dia lysis 


luein 


loose 


dia meter 


1 metron 


measure 


dia ptian ous 


phainein 


show 


dia rrhea 


rhein 


: flow 


dia ry 


1 dies, diei 


: day 


diet ate 


dicere, dictum 


speak 



324 



THE' SYSTEM METHOD. 



diet at ori al 

diet ion 

diet iona ry 

didaet ic 

dietet ic 

dil fer ent 

dif ler enti al 

dif ficult 

dif ficult y 

dif fid ence 

dif fuse 

digni fy 

digni ty 

di graph 

di lapid at ion 

dl lat ion 

di lato ry 

di lemma 

di lig ence 

di lute 

di mens ion 

dl min ish 

di min ut ive 

di ocese 

di optr ics 

di Oram ic 

di phthong 

diplomat ist 

di rect ion 

di reet or 

di rupt ion 

dis abili ty 

dis ap point 

dis aster 

dis cern ible 

discipl ine 

dis claim 

dis color at ion 

dis con cert 

dis con nect 

dis con sol ate 

dis CO unt 

dis coui" age ment 

dis CO ver y 

dis creet 

dis crep ancy 

dis cret ion 

dis crimin at ion 

dis curs ion 

dis cuss 

dis cuss ion 

dis dain 

dis em barrass ment 

dis em bow el 

dis grace 

dis gust 

dis gust ing 

dis honest y 



dicere, dictum 

dicere, dictum 

dicere, dictum 

diclaakein 
1 diaita 

ferre, latum 

ferre, latum 
^ facilis, facilis 

facihs, facilis 
1 fides, fidei 

fundere, fusum 
^ dignus, digni 

dignus, digni 

graphein 
1 lapis, lapidis 
^ latus, lati 

ferre, latum 

lambanem 

legere, lectum 

lavare, lotum 

metire, mensus 

minuere, minutum 

minuere, minutum 
^ oikos 

op 

op 



2 diploos 
regere, rectum 
regere, rectum 
rumpere, ruptum 
habere, habitum 
pungere, punctum 

* aster 
cernere, cretum 
discere 
clamare, clamatum 

^ color, coloris 
certare, certatxim 
nectere, nexum 
solari, solatus 
putare, putatum 

^ cor, cordis 
operire, opertimi 
cernere, cretum 
crepare, crepitum 
cernere, cretum 
cernere, cretum 
currere, cursum 
quartere, quassum 
quartere, quassum 

^ dignus, digni 

1 barra, barrae 

1 botulus, botuli 

^ gratus, grati 
gustare, gustatum 
gustare, gustatum 

1 honor, honoris 



speak 

speak 

teach 

food 

bear 

bear 



faith 

pour 

worthy 

worthy 

write 

stone 

broad 

bear 

take 

choose 

wash 

measure 

lessen 

lessen 

house 

see 

see 

sound 

double 

rule 

rule 

break 

have 

prick 

star 

sift I 

learn 

cry 

color 

strive 

knit 

soothe 

think 

heart 

cover 

sift 

rattle 

sift 

sift 

run 

shake 

shake 

worthy 

bar 

intestine 

pleasing 

taste 

taste 

honor 



WOEK-BOOK OF ETYMOLOGY. 



325 



dis honor able 


honor, honoris 


dis in her it 


1 haeres, haeredis 


dis integr ate 


^ integer, integri 


dis mount 


1 mons, montis 


dis organ ize 


1 organon 


dis par age ment 


^ par, paris 


dis pari ty 


par, paris 


dis pass ion ate 


pati, passus 


dis pel 


pellere, pulsum 


dis pens at ion 


pendere, pensura 


di sperse 


spargere, sparsum 


dis play 


plicare, plicatum 


dis please 


placere, placitum 


dis pos it ion 


ponere, positum 


dis prove 


PKOFIAN 


dis put at ion 


l^utare, putatum 


dis re spect 


specere, spectum 


dis rupt ion 


rumpere, ruptum 


dis satis fied 


3 satis 


dis sem ble 


^ similis, similis 


dis semin at ion 


1 semen, seminis 


dis sent 


sentire, sensum 


dis sert at ion 


serere, sertum 


dis simul at ion 


2 similis, similis 


dis sol ute 


solvere, solutum 


dis suade 


suadere, suasum 


dis suas ion 


suadere, suasum 


dis suas ive 


suadere, suasum 


dis syl la ble 


lanibanein 


di st ance 


stare, statum 


di st ant 


stare, statum 


di stich 


1 stichos 


di stille ry 


1 stiUa, stillae 


di stiuct ion 


stingTiere, stinctum 


di stingu ish 


stinguere, stinctum 


dis tort ion 


torquere, tortum 


dis tract ion 


trahere, tr actum 


dis turb ance 


* turba, turbae 


dis use 


uti, usus 


diurn al 


1 dies, diei 


di verge 


vergere, versum 


di versi fy 


vergere, versum 


di vid ed 


videre (obsolete) 


div in at ion 


2 dios 


div ine 


dios 


div ini ty 


dios 


di vis ibili ty 


videre (obsolete) 


di vis ible 


videre (obsolete) 


di vis or 


videre (obsolete) 


di vorc ible 


vertere, versum 


di vulg ing 


1 vulg-us, vulgi 


doc ile 


docere, doctum 


doc ili ty 


docere, doctum 


doct or 


docere, doctum 


doclr ine 


docere, doctum 


docu ment 


docere, doctum 


dogmat ie 


dokei/i 


dogmat ism 


dokehi 



honor 

heir 

whole 

mountain 

instrument 

equal 

equal 

suffer 

drive 

weigh 

strew 

fold 

please 

place 

prove 

think 

see 

burst 

enough 

hke 

seed 

feel 

bind 

like 

loose 

urge 

urge 

urge 

take 

stand 

stand 

row 

drop 

quench 

quench 

twist 

di'aw 

crowd 



bend 

bend 

part 

godlike 

godlike 

godlike 

part 

part 

part 

turn 

people 

teach 

teach 

teach 

teach 

teach 

think 

think 



326 



THE SYSTEM METHOD. 



dole ful 
domest ic ate 
domin at ion 
domin eer 
domin ion 
don at ion 
don or 
dorm ant 
dorm ito ry 
doubl ed 
doubt ful 
di-amat ic 
di'amat ist 
dramat ize 
dream t 
dribb le 
drif t 
di'if t ed 
driv el 
dropp ing 
di'ought y 
di-unk ard 
dubi ous 
duct ili ty 
duell ing 
duke dom 
dur able 
dynam ics 

Eagl et 
earth y 
eas y 
e brie ty 
e buU it ioD 
ec centr ic 
ec centr ic al 
ec centr ici ty 
ec clesiast ic al 
ec lipse 
ec Upt ic 
ec logue 
ec stas y 
ec stat ic al 
ecumen ic al 
edaci ty 
e dent ate 
ed ible 
e diet 
edi fy 
e d it or 
6 due at ion 
ef fac ed 
ef feet ible 
ef femin acy 
ef fervesc ence 
ef ficaci ous 
ef fici ency 
ef fig y 



dolere, doUtum 
^ domus, domi 
domus, domi 
domus, domi 
domus, domi 

1 donum, doui 
donum, doni 
dormire, dormitum 
dormire, dormitum 

^ duplex, duplicis 

2 duo 
dran 
dran 
dran 

DKOM 
DKIOPAN 
DKIF 
DRIF 
DKIOPAN 
DKIOPAN 
2 DRYGE 
DRINCAN 

^duo 

ducere, ductum 
1 dueUum, duelli 

ducere, ductum 
^ durus, duri 
■^ dynamis 

1 aquila, aquilae 

1 EORDHE 
^EADH 

1 brla, briae 
1 buUa, bullae 
^ kentroii 

kentron 

kentrou 

kalein 

leipein 

leipein 



histanai 

^ oikos 
edere, esum 

1 dens, dentis 
edere, esum 
dicere, dictum 

1 aedes, aedis 
dare, datum 
ducere, ductum 

1 facies, faciei 
facere, factum 

1 f emina, f eminae 
fervere 

facere, factum 
facere, factum 
fingere. Actum 



howl 

house 

house 

house 

house 

gift 

gift 

sleep 

sleep 

two-fold 

two 

act 

act 

act 

dream 

drip 

drive 

drive 

drip 

di-ip 

dry 

di-ink 

two 

lead 

war 

lead 

hard 

power 

eagle 

earth 

ready 

vat 

bubble 

point 

point 

point 

call 

leave 

leave 

speak 

set 

set 

house 

eat 

tooth 

eat 

speak 

house 

give 

lead 

face 

make 

woman 

boil 

make 

make 

form 



WOBK-BOOK OF ETYMOLOGY. 



?.9^ 



ef floresc ence 
ef flu ence 
ef fort 
ef fulg ence 
ef fus ion 
e gregi ous 
e gress ion 
e jacul ate 
e ject 
e labor ate 
e lapse 
elast ici ty 
e lat ion 
e lect or ate 
electr ici ty 
e leg ancy 
e legi ac 
e leg y 
elementa ry" 
elephant ine 
e lev at or 
e limin at ion 
el lipsis 
el lipt ic al 
e loc ut ion 
e long ate 
e loqu ent 
e luc idate 
elv ish 
e maci ate 
e man at ion 
6 man ate 
em balm 
em blaze 
em blem at ize 
e merg ency 
emet ie 
e migr ate 
e min ence 
e missa ry 
e miss ion 
e mot ion 
em per or 
em phasis 
em phas ize 
em pir ic 
em pyi- can 
emul ate 
en able 
en act ment 
en chant 
en circ le 
en cumber 
en cumbr ance 
en cycl ic al 
en dear 
en dem ic 
en dorse ment 



^ flos, floris 

fluere, fluxum 
2 fortis, fortis 

fulgere, fulsum 

fundere, fusum 
^ grex, gregis 

gradi, gressus 

jacere, j actum 

jacere, jactum 
^ labor, laboris 

labi, lapsus 

elaunein 

ferre, latum 

legere, lectum 
■'■ elektron 

legere, lectum 

legein 

legem 
^ elementum, dementi 
^ elephas 
* levis, levis 
^ limen, liminis 

leipein 

leijxin 

loqui, locutus 
^ longus, longi 

loqui, locutus 
^ lux, lucis 

1 ELF 

'^ macer, macri 
manare, manatum 
manare, manatum 

■^ halsamon 

BLAESAN 
BALLEIN 

mergere, mersum 

emein 

migrare, migratum 

minere 

mittere, missum 

mittere, missum 

movere, motum 

parare, paratum 

phaiiidn 

phaineiu 
1 peira 
^pyr 
1 aemulus, aemuli 

habere, habitum 

agere, actum 

canere, cantum 
^ kirkos 
1 cumulus, cumuli 

cumulus, cumuli 
^ kyklos 

^ DEORE 

^ demos 

1 dorsum, dorsi 



flower 

flow 

strong 

shine 

pour 

flock 

step 

throw 

throw 

work 

fall 

drive 

bear 

choose 

amber 

choose 

speak 

speak 

element 

elephant 

light 

threshold 

leave 

leave 

speak 

long 

speak 

light 

sprite 

lean 

flow 

flow 

balsam 

blow 

throw 

dip 

vomit 

move 

jut 

send 

send 

stir 

prepare 

show 

show 

trial 

fire 

rival 

have 

do 

sing 

ring 

heap 

heap 

ring 

dear 

people 

back 



328 



THE SYSTEM METHOD. 



en dur ing 
en emy 
en erg ize 
en erg y 
e nerv at ing 
en gin ear 
en gray ing 
en join 
enigmat ic al 
en light en 
en mi ty 
en noble 
e norm ous 
en rage 
en sign 
en sue 
enter prise 
enter tain 
en thusi asm 
en thusi ast 
en thusi ast ic . 
en tice ment 
en tomb ment 
e numer at ion 
e nunci ate 
en Telop 
ep hemer al 
ep hemeris 
ep ic 

epieur ean 
epi cycle 
epi dem ic 
epi glottis 
epi gram 
epi grammat ize 
epi leps y 
epi logue 
epi phan y 
epi scop acy 
epi spast ic 
epi stle 
epi stola ry 
epi taph 
epi thet 
epi tome 
equ al ize 
equ at ion 
equ at ori al 
equestri an 
equi ty 
e radic ate 
e ras ure 
e rect ion 
erem ite 
err at ic 
errone ous 
. err or 
e rud it ion 



2 durus, duri 


: hard 


amare, amatum 


: love 


^ ergon 


: work 


ergon 


: work 


^ neuron 


: sinew 


gignere, genitum 


: beget 


GRAF AN 


: carve 


jungere, junctum 


yoke 


1 ainos 


: fable 


1 LEOHT 


. light 


amare, amatum 


: love 


noscere, notum 


know 


1 norma, normae 


rule 


rabere 


rave 


^ signum, signi 


mark 


sequi, secutus 


• foUow 


prendere, prensum 


catch 


tendere, ten sum or tentum 


stretch 


^ theos 


god 


theos 


god 


theos 


god 


STECAN 


prick 


^ tumbos 


: tomb 


^ numerus, numeri 


number 


^ nuncius, nuncii 


messenger 


Telle 


wish 


1 hemera 


day 


hemera 


day 


epein 


say 


1 Eiyikouros 


Epicurus 


1 kyklos 


ring 


^ demos 


people 


^ glossa 


tongue 


grcqjheiri 


write 


grapliein 


wi'ite 


lamhaueiu 


take 


legein 


speak 


phainein 


show 


skopein , 


view 


span 


draw 


stellein 


send 


stellem 


send 


^ taphos 


tomb 


tithenai 


set 


teinnein 


cut 


^ aequus, aequi 


equal 


aequus, aequi 


equal 


aequus, aequi 


equal 


^ equus, equi ; 


horse . 


^ aequus, aequi 


equal 


1 radix, radicis : 


root 


radere, rasum 


scrape 


regere, rectum 


rule 


2 eremos 


lonely 


ei'rare, erratum 


rove 


errare, erratum 


rove 


errare, erratum 


rove 


^rudis, rudis 


rude 



e 


rupt ion 


esoter ie 


e 


speci al 


e 


spouse 


ess 


ence 


ess 


enti al 


e 


st abl ish 


est 


im able 


eterni ty 


etheri al 


eth 


ics 


etlin ic al 


e 


7acu at ion 


6 


pas ion 


e 


^^ent 


e vid ent 


e Yince 


e 


vol ut ion 


6 


TOlve 


ex 


act 


ex 


ag ger ate 


ex 


alt at ion 


ex 


ainin at ion 


ex 


asper ate 


ex 


cav at ion 


ex 


ceed ing 


ex 


cell ency 


ex 


cept ion able 


ex 


cis ion 


ex 


cit able 


ex 


cite ment 


ex 


claim 


ex 


clamra at ion 


ex 


elude 


ex 


crese ence 


ex 


creto ry 


ex 


cruci ate 


ex 


culp at ion 


ex 


curs ion 


ex 


cuse 


ex 


ec ute 


ex 


ec utr ix 


ex 


egesis 


ex 


eget ic al 


ex 


empl ar 


ex 


empl ar y 


ex 


empt ion 


ex 


ere ise 


ex 


ert 


ex 


foil ate 


ex 


hale 


ex 


haust 


ex 


hib it 


ex 


hort 


ex 


hume 


ex 


ig ency 


ex 


ist ence 


ex 


it 



WOBK-BOOK OF ETYMOLOGY. 

rumpere, ruptum 
* eiso 

1 species, speciei 
spondere, sponsum 
esse 

esse 

stare, statum 

aestimare, aestimatum 

2 aeternus, aeterni 
aithein 

^ ethos 
^ eiJmos 

vacare, vacatum 

vadere, vasum 

venire, ventum 

videre, visum 

vincere, victum 

volvere, volutum 

volvere, volutum 

agere, actum 

gerrere, gestum 
^ altus, alti 
^ agmen, agminis 
^ asper, asperi 
^ cavus, cavi 

cedere, cessum 

kellein 

capere, captum 

caedere, caesum 

ciere, citum 

ciere, citum 

clamare, clamatum 

clamare, clamatum 

claudere, clausum 

crescere, cretum 

cernere, cretum 
1 crux, crucis 
1 culpa, culpae 

currere, cursum 
^ causa, causae 

sequi, secutus 

sequi, secutus 

hegeistJiai 

hegelsthai 

emere, emptum 

emere, emptum 

emere, emptum 

arcere 

arcere 
1 folium, folii 

halare, halatum 

ham-ire, haustum 

habere, habitum 

hortari, hortatus 
1 humus, humi 

agere, actum 

stare, statum 

ire, itum 



329 



burst 

in 

kind 

promise 

be 

be 

stand 

value 

lasting 

blaze 

custom 

nation 

be empty 

walk 

come 

see 

conquer 

roU 

roU 

do 

carry 

high 

troop 

rough 

hoUow 

go 

impel 

take 

cut 

rouse 

rouse 

cry 

cry 

shut 

grow 

sift 

cross 

fault 

run 

cause 

foUow 

foUow 

guide 

guide 

buy 

buy 

buy 

keep 

keep 

leaf 

breathe 

di'aw 

have 

urge 

ground 

do 

stand 

go 



330 



TEE SYSTEM METHOD. 



ex odtis 


1 Tiodos 


: way 


ex oner ate 


1 onus, oneris 


: load 


ex orbit ant 


1 orbis, orbis 


: ring 


ex ore ise 


^ horkos 


: oath 


ex ore ism 


horkos 


: oath 


ex ordium 


ordiri, orditus 


: weave 


ex ort ive 


ortri, ortus 


: rise 


exot ic 


^ezo 


; outside 


ex pans ion 


pandere, passum 


: open 


ex pati ate 


1 spatium, spatii 


: space 


ex patri ate 


1 pater, patris 


: father 


ex pect ancy 


specere, spectum 


: see 


ex pector ate 


1 pectus, pectoris 


breast 


ex pedi ency 


ipes, pedis 


: foot 


ex pad ite 


pes, pedis 


foot 


ex ped iti ous 


pes, pedis 


: foot 


ex pel 


peUere, pulsum 


drive 


ex pend 


pendere, pensum 


weigh 


ex pendit ure 


pendere, pensum 


weigh 


ex peri ence 


2peritus, periti 


: wise 


ex pert 


peritus, periti 


: wise 


ex pi ate 


2 pius, pii 


pious 


ex pir at ion 


spirare, spiratum 


• breathe 


ex pire 


spirare, spiratum 


: breathe 


ex plan at ion 


2 planus, plani 


plain 


ex plet ive 


plere, pletum 


fiU 


ex plic ate 


pHcare, plicatum 


: fold 


ex plic it 


plicare, plicatum 


fold 


ex plode 


plaudere, plausum 


clap 


ex plor at ion 


plorare, ploratum 


: wail 


ex plore 


plorare, ploratum 


wail 


ex plos ion 


plaudere, plausum 


clap 


ex pon ent 


ponere, positum 


place 


ex pos it ion 


ponere, positum 


: place 


ex postul ate 


poscere 


require 


ex press ion 


premere, pressum 


press 


ex puis ion 


peUere, pulsum 


drive 


ex purg at ion 


purgare, purgatum 


cleanse 


ex quis ite 


quaerere, quaesitum 


seek 


ex sice at ive . 


2 siccus, sicci 


dry 


ex t ant 


stare, statum 


stand 


ex tempora ry 


temnein 


cut ofE 


ex tent 


tendere, tensum or tentum 


stretch 


ex tenu ate 


2 tenuis, tenuis 


thin 


ex termin ate 


1 terma 


limit 


extern al 


^ exter, exteri 


outside 


ex tingu Ish ment 


stinguere, stinctum 


quench 


ex tirp ate 


1 stii'ps, stirpis 


root 


ex tol 


tollere, sublatum 


lift 


ex tort ion 


torquere, tortum or torsimi 


twist 


ex tract 


trahere, tractum 


draw 


ex tra d it ion 


dare, datum 


give 


extra mur al 


1 murus, muri 


wall 


extra ordina ry 


1 ordo, ordinis 


order 


extremi ty 


2 exter, exteri 


outside 


ex trie able 


tricae, tricarum 


hindrances 


ex trin sic 


2 secus 


nigh 


ex ud at ion 


sudare, sudatum 


sweat 


ex ult 


salire, saltum 


leap 



WOBK-BOOK OF ETYMOLOGY. 



331 



Fabric ate 
faceti ous 
faci al 
facil it ate 
fact ion 
facti ous 
fact iti oils 
fact or 
fact or age 
facto ry 
facul ty 
fallaci ous 
falsi fy 
falsi ty 
famili ari ty 
famil y 
fam ish ed 
faru ous 
fanat ic ism 
fane y 
fantast ic 
farinace ous 
farth est 
fash ion 
fat al 
fault y 
favor able 
febr ile 
fecul ent 
fecund ate 
feder al ism 
felicit ate 
feUcit ous 
femin ine 
fend er 
ferment at ion 
feroci ous 
fert ile 
ferv ent 
ferv id 
ferv or 
fest al 
fest iv al 
fest ivi ty 
fever isli 
fict ion 
fict iti ous 
fideli ty 
fiend ish 
fifteen th 
figur at ive 
fili al 
fin all ty 
find ing 
fin er 
fin est 
fin ite 
finn y 



^ faber, fabris 

'^ facetus, faceti 

^ facies, faciei 

^ facilis, facills 
facere, factum 
facere, factum 
facere, factum 
facere, factum 
facere, factum 
facere, factum 
facere, factum 
faUere, falsum 
faUere, falsum 
faUere, falsum 

1 famulus, famuli 
famulus, famuU 

1 fames, f amis 

^ fama, famae 

1 f anum, fani 
phaineiii 
phainein 

^ far, farris 

3 FEORR 

facere, factum 

^ f atum, f ati 
faUere, falsiim 
favere, fautum 

1 febris, febris 

^ f aex, faecis 

'^ fecundus, fecimdi 

1 foedus, foederis 

2 f elix, felicis 
felix, felicis 

1 femina, feminae 
fendere, fensum 
fervere 

2 f erox, f erocis 
ferre, latum 
fervere 
fervere 
fervere 

2 f estus, f esti 

festus, festi 

festus, festi 
^ febris, febris 

fingere, fictum 

fingere, fictum 
1 fides, fidei 

1 FEOND 

^ fifteen 

fingere, Actum 
1 filius, filii 
1 finis, finis 

FINDAK 

1 finis, finis 

finis, finis 

finis, finis 
^FIN 



worlanan 

merry 

face 

easy 

make 

make 

make 

make 

make 

make 

make 

deceive 

deceive 

deceive 

slave 

slave 

hunger 

report 

temple 

show 

show 

gi-ain 

far 

make 

fate 

deceive 

favor 

fever 

dregs 

fruitful 

league 

happy 

happy 

woman 

fence 

boil 

fierce 

bear 

boil 

boil 

boil 

solemn 

solemn 

solemn 

fever 

form 

form 

faith 

enemy 

fifteen 

form 

son 

end 

find 

end 

end 

end 

fin 



332 



THE SYSTEM METHOD. 



firma ment 
fiss ile 
fix at ion 
fix ed 
fix ing 
fixi ty 
fix t ure 
flabb y 
tlagr ancy 
flex ible 
flor id 
flour isli 
flower y 
fluctu ate 
flu eucy 
flu id 
foli age 
for bear 
fore ible 
fore go 
fore know 
fore see 
form all ty 
for swear 
forti fy 
forti tude 
fortuit ous 
fortun ate 
fossil izc 
found at ion 
fract ion 
frag ili ty 
frag menta ry 
fragr ant 
frail ty 
frant ic 
fraterni ty 
fraudu lent 
frenet ic 
frenz y 

frequent at ive 
fret ful 
frict ion 
frig id 
frivol ous 
front let 
fruit age 
fruit ion 
frutesc ent 
fug it ive 
fulg eney 
fumig at ion 
funda ment al 
funer al 
furl ous 
fus ibili ty 
fut ile 



^ firmus, firmi 

findere, fissum 

figere, fixum 

figere, fixum 

figere, fixum 

figere, fixum 

figere, fixum 
^ flaccus, flacci 

flagrare, flagratum 

flectere, flexum 
^ flos, floris 

tlos, floris 

flos, floris 

fluere, fluxum 

fluere, fluxum 

fluere, fluxum 
* folium, f olii 

BERAN 

^ f ortis, fortis 

GANGAN 

CNAWAN 
6EON 

^ forma, f ormae 

SWERIAN 

^ fortis, fortis 
fortis, fortis 

^fors, fortis 
lors, fortis 
fodere, fossum 

^ fundus, fundi 
frangere, fractum 
frangere, fractum 
frangere, fractum 
fragrare, fragratum 
frangere, fractum 

^ phren 

^ f rater, fratris 

^ f raus, f raudis 

^ phren 
phren 

^ f requens, f requentis 
fricare, frictum 
fricare, frictum 
frigere, frictum 

** frivol us, frivoli 

^ frons, frontis 
frui, fructus 
frui, fructus 

^ f rutex, f ruticis 
fugere, fugitum 
fulgere, fulsum 

^ f umus, f umi 

^ fundus, fundi 

^ f unus, f uneris 
furere 

fundere, fusum 
fundere, fusum 



fast 

cleave 

fix 

fix 

fix 

fix 

fix 

slack 

burn 

bend 

flower 

flower 

flower 

flow 

flow 

flow 

leaf 

bear 

strong 

go 

know 

see 

form 

swear 

strong 

strong 

chance 

chance 

dig 

bottom 

break 

break 

break 

smell 

break 

mind 

brother 

fraud 

mind 

mind 

frequent 

rub 

rub 

be cold 

trifling 

front 

enjoy 

enjoy 

shrub 

flee 

shine 

smoke 

bottom 

death 

rage 

pour 

pour 



WORK-BOOK OF KTYMOLOQY. 



333 



Galax y 
gall ant ry 
Gall ic ism 
game ster 
gar ment 
garrul ous 
gastr ic 
gelat in ous 
gener al 
gener at ive 
gener ic 
geni al 
gent ili ty 
genu iue 
germin ate 
gesticul ate 
gest ure 
gladi at ori al 
gland ul ous 
glob osi ty 
glob ul ar 
glob ule 
glomer at ion 
glossa ry 
glypt ic 
glypt ics 
gnost ic 
gnost ic ism 
go ing 
gold en 
gos ling 
gott en 
govern ment 
graci ous 
grad at ion 
gradu at ion 
gramin ace ous 
grammat ic al 
grammari an 
grana ry 
grand! ose 
gran ite 
gran it ic 
grant ee 
gran ul ate 
gran ule 
graph ic 
grate ful 
grati fy 
grati tude 
gratu it ous 
gravit at ion 
gravi ty 
Greci an 
green ing 
Gregori an 
griev ance 
griev ous 
groc er y 



^ (jala 
^ GaL, 
1 Gallia, Galliae 

1 GAMEN 
WARNIAN 

garrire, garritum 
1 gastros 
gelare, gelatum 
gignere, genitum 
gignere, genitum 
gignere, genitum 
gignere, genitum 
^gens, gentis 
gens, gentis 
1 germen, germinis 
gerere, gestum 
gerere, gestum 
^ gladius, gladiis 
^ glans, glaudis 
^ globus, globi 
globus, globi 
globus, globi 
1 glomus, glomeris 
^ glossa, glossae 
glypheiii 
glyphdii 
gig7toskeiu 
giguonkdn 

GANGAN 
1 GOLD 
^GOS 

GETAN 

kuberjian 
^ grata s, grati 

gradi, gressus 

gradi, gressus 
1 gramen, graminis 

graphein 

grapheiti 

1 granum, grani 

2 grandis, grandis 
1 granum, grani 

granum, grani 

GRANT 

^ granum, grani 
granum, grani 
grapheiu 

^ gratus, grati 
gratus, grati 
gratus, grati 
gratus, grati 

^ gravis, gravis 
gravis, gravis 

1 Grecia, Greciae 

^ GKENE 

gregorein 
^ gravis, gravis 
gravis, gravis 

2 crassus, crassi 



milk 
merry 
Gaul 
play 

take care 
chatter 
stomach 
freeze 
beget 
beget 
beget 
beget 
race 
race 
bud 
carry 
carry 
sword 
acorn 
globe 
globe 
globe 
clew 
tongue 
carve 
carve 
know 
know 
go 
gold 
goose 
get 
direct 
pleasing 
step 
step 
grass 
write 
write 
grain- 
great 
grain 
grain 
give 
grain 
grain 
write 
pleasing 
pleasing 
pleasing 
pleasing 
heavy 
heavy 
Greece 
green 
be awake 
heavy 



thick 



334 



THE SYSTE2I METHOD. 



al 



grov ed 
ground ling 
guardi an 
gubern at ori 
gumpt ion 
gunn er y 
guttur al 
gymnast ics 

Habili ments 
hab it ancy 
hab it at ion 
hab itu ate 
hard y 
harmoni ous 
harmon y 
hast en 
heal th 
heal th y 
hear d 
heath en 
heav en 
hebdomad al 
Hebra ist ic 
heir ess 
heli ac 
herb ace ous 
Hercul ean 
heredita ry 
heres y 
hermet ic 
hermit age 
hero ic 
hero ine 
heron ry 
hes it ancy 
hes it ate 
hibern at ion 
hilari ous 
hill ock 
hindr ance 
histori an 
histor y 
honest y 
honor able 
honora ry 
hor al 
horizont al 
horr ible 
horr or 
hospit able 
hospit all ty 
host ess 
host ill ly 
hum an 
hum ane 
hum anit ari an 
hum an ize 
hum ble 



GRAFAX 
^ GKUND 
WEARDIAN 

kuhernan 

GEOMIAN 

^ canna, cannae 

1 gQttui-, gutturis 
^ gymitos 

habere, babitum 

habere, habitum 

habere, habitum 

habere, habitum 

2 HARD 

^ har-mos 
harmos 

^ HASTE 

'■^ HaL, 
HaL 

HERAN 
*HADH 
HEFAN 

^ hebdomos 
^ Hebraios 

* heres, heredis 
^ helios 

^herba, herbae 
^ Hercules 

^ heres, heredis 

hairdn 
^ Hermes 
^ eremos 
■• heros 

heros 

^ HERON 

haerere, haesum 
haerere, haesura 

^ hiems, hiemis 

2 hilar OS 

^ HILL 

2 HINDER 

^ histor 
histor 

^ honor, honoris 
honor, honoris 
honor, honoris 

* hora, horae 
horizein 
horrere 
horrere 

^ hospis, hospitis 
hospis, hospitis 
hospis, hospitis 

* hostis, hostis 

* homo, hominis 
homo, hominis 
homo, hominis 
homo, hominis 

* humus, humi 



carve 

dust 

guard 

direct 

observe 

reed 

throat 

naked 

have 

have 

have 

have 

hard 

a fitting 

a fitting 

speed 

hale 

hale 

hear 

heath 

heave 

seventh 

Hebrew 

heir 

sun 

herb 

Hercules 

heir 

choose 

Hermes 

lonely 

hero 

hero 

heron 

stick 

stick 

winter 

merry 

hiU 

back 

knowing 

knowing 

honor 

honor 

honor 

hour 

bound 

bristle 

bristle 

guest 

guest 

guest 

enemy 

man 

man 

man 

man 

earth 



WORK-BOOK OF ETYMOLOGY, 



335 



hum ill ate 
hum ili ty 
Huss ite 
hydr ant 
hymene al 
hymene an 
hyper bola 
hyper bole 
hyper bor ean 
hyper crit ic al 
hyph en 
hypo chondri ac 
hypo cris y 
hypo crite 
hypo tenuse 
hypo thee ate 
hypo thesis 

Ide al ize 
idioc y 
ign it ion 
ig no ble 
ig nomiui ous 
ig nor ant 
il lat ion 
il leg all ty 
il liber ali ty 
il liter acy 
il liter ate 
il log ic al 
il lumin at ion 
il lus ion 
il lustr at ion 
il lustri ous 
image ry 
imagln at ion 
im beciii ty 
im bibe 
im bitt er 
imit ate 
im mature 
im medi ate 
im memori al 
im merse 
im mers ion 
im modest y 
im mor al 
im mort al 
im mov able 
im muni ty 
im mure 
im mut able 
im part 
im parti al 
im pati ent 
im peach 
im pecuni ous 
Im pedi ment 
im pel 



humus, humi 

humus, humi 
iHuss* 
^ hydor 
^ hymen 

hyme7i 

ballehb 

halleiu 
* boreas, boreae 

krinei?!, 
^ en 
^ chondros 

krhiein 

krinein 

ieinein 

tithenai 

titJiencu 

idei7t 



'■ ignis, ignis 
noscere, notum 

^ nomen, nominis 

2 gnarus, gnarl 
ferre, latum 

^ lex, legis 

'^ liber, liberi 

^ litera, literae 
litera, literae 
legem 

^ lumen, luminis 
ludere, lusum 
lustrare, lustratura 
lustrare, lustratum 

^ imago, imaginis 
imago, Imaginis 

^ baciUum, bacilli 
bibere, bibitum 

BITAN 

imitari, imitatus 
2 maturus, maturi 
^ medius, medii 
2 memor, memoris 

mergere, mersum 

mergere, mersum 
^ modus, modi 
1 mos, moris 
^ mors, mortis 

movere, motum 
^ munus, muneris 
^ murus, murl 

mutare, mutatum 
^ pars, partis 

pars, partis 

pati, passus 

pangere, pactum 
^ pecu, pecus 
* pes, pedis 

peilere, pulsum 



earth 

earth 

Huss 

water 

skin 

skin 

throw 

throw 

north 

separate 

one 

cartilage 

separate 

separate 

stretch 

set 

set 

see 

peculiar 

fire 

know 

name 

knowing 

bear 

law 

free 

letter 

letter 

speak 

light 

play 

purify 

purify 

form 

form 

stafE 

drink 

bite 

copy 

ripe 

middle 

mindful 

dip 

dip 

measure 

manner 

death 

move 

work 

wall 

change 

part 

part 

suffer 

thrust 

cattle 

foot 

drive 



336 



THE SYSTEM METHOD. 



am pend 

im penetr able 

im per cept ible 

im per feet 

im peri al 

im peri ous 

im per spicu ous 

im per tin ent 

im per turb able 

im per vi ous 

im petu osi ty 

im petu ous 

im petus 

im pie ty 

im plac able 

im pie ment 

im plic ate 

im plore 

im polit ic 

Im portuni ty 

Im pos it ion 

im poss ible 

im pot ent 

im pract ic able 

im pregn able 

im press ion 

im puis ive 

im puni ty 

im put at ion 

im pute 

in alien able 

Inan it ion 

in ar able ^ 

in artic ul ate 

in augur ate 

in born 

in cant at Ion 

in career at ion 

in cautl ous 

in cendia ry 

in cens ed 

in cent ive 

in certi tude 

in cess ant 

in cid ent al 

in ciner at ion 

in cis Ion 

in cis or 

in cite ment 

in clem ent 

in clin at ion 

in elude 

in CO her ence 

in com mode 

in com par able 

in com pet ency 

In com prehens Ible 

in con gru ous 



pendere, pensum 
3 penitus 

capere, captum 

facere, factum 

parare, paratum 

parare, paratum 

specere, spectum 

tendere, tensum or tentum 
^ turba, turbae 

1 via, viae 
petere, petitum 
petere, petitum 
petere, petitum 

2 plus, pii 
placere, placitum 
plere, pletum 
plicare, plicatum 
plorare, ploratum 

Spoils 
portare, portatum 
ponere, jjositum 
posse 
posse 
prassein 

prebendere, prehensum 
premere, pressum 
pellere, pulsum 

* poine 

putare, putatiam 
putare, putatum 
2 alienus, alieni 

* inanis, inanis 
arare, aratum 

^ artus, artus 
1 augur, auguris 

BEKAN 

canere, cantum 
^ career, careeris 

cavere, cautum 

candere, canditum 

candere, canditum 

candere, canditum 
2 certus, certi 

cessare, cessatmn 

cadere, casum 
^ cinis, cineris 

caedere, caesum 

caedere, caesum 

ciere, citum 
^ Clemens, dementis 

klinein 

claudere, clausum 

haerere, haesura 
^ modus, modi 

* par, paris 
petere, petitum 
prebendere, prehensum 
gruere (obsolete) 



hang 

inwardly 

take 

make 

prepare 

prepare 

see 

stretch 

crowd 

way 

seek 

seek 

seek 

pious 

please 

fill 

fold 

wail 

city 

carry 

place 

be able 

be able 

do 

seize 

press 

drive 

punishment 

think 

think 

another 

empty 

plow 

joint 

diviner 

bear 

sing 

jail 

take car 

glow 

glow 

glow 

sure 

cease 

fall 

ashes 

cut 

cut 

rouse • 

mild 

lean 

shut 

stick 

measure 

equal 

seek 

seize 

grow 



WORK-BOOK OF ETYMOLOGY, 



337 



n con sol able 


solar i, solatus 


n corpor at ion 
n cor rect 


1 corpus, corporis 
regere, rectum 


n eor rig able 


regere, rectum 


in crease 


crescere, cretum 


in cred ible 


credere, creditum 


n creduli ty 


credere, creditum 


n culc ate 


calcare, calcatum 


a cumb ency 


cubare, cubitum 


n cur able 


^cura, curae 


n curs ion 


currere, cursum 


n curv ate 


^ curvus, curvi 


n de cis ive 


caedere, caesum 


n de clin able 


klinein 


n decorum 


decere 


n de fin ite 


1 finis, finis 


n del ible 


delere, deletum 


n demni fy 


damnare, daumatum 


n dent ure 


1 dens, dentis 


n de pend ence 
n de termin at ion 


pendere, pensum 
* terma 


n dex 


dlcere, dictum 


n die at ion 


dicere, dictum 


n diet 


dicere, dictum 


n diet ment 


dicere, dictum 


n dif fer ent 


ferre, latum 


nd ig ency 
ndi gen ous 
n di gest iou 
n dign ant 
n digni ty 
n dis cern ible 


agere, actum 
gignere, genitum 
gerere, gestum 
^ dignus, digni 
diguus, digni 
cernere, cretum 


in dis pens able 
in dis put able 
n dite ment 


pendere, pensum 
putare, putatum 
dicere, dictum 


m di vidu al 


videre, visum 


m di vis ible 


videre, visum 


in dom it able 


domare, domitum 


in dub it able 


2 duo 


in duct ion 


ducere, ductum 


indu stri al 


struere, structum 


in e bri ate 


1 bria, briae 


in ef face able 


^ facies, faciei 


in ef feet ive 


facere, factum 


in ef ficaci ous 


facere, factum 


in ef fici ent 


facere, factum 


in ert 


1 ars, artis 


in ertia 


ars, artis 


in estim able 


aestimare, aestimatuin 


in e vit able 


vitare, vitatum 


in ex baust ible 


baurire, haustum 


in ex or able 


orare, oratum 


in fain ous 


1 fama, famae 


in f ancy 
in f ant 


fari, fatus 
fari, fatus 


in £ ant ile 


fari, fatus 


in f ant ine 


fari, fatus 


in f ant ry 


fai-i, fatus 



soothe 

body 

rule 

rule 

grow 

believe 

believe 

tread 

lie 

care 

run 

bent 

cut 

lean 

be fitting 

end 

blot out 

doom 

tooth 



limit 

speak 

speak 

speak 

speak 

bear 

do 

beget 

carry 

worthy 

worthy 

sift 

hang 

think 

speak 

see 

see 

tame 

two 

lead 

pile 

vat 

face 

make 

make 

make 

art 

art 

value 

shun 

draw 

piay 

report 

speak 

speak 

speak 

speak 

speak 



22 



THE SYSTEM ME Til OB 



in fatu ate 

in feet 

in fer ence 

intern al 

in tid el 

in fid eli ty 

in fiu ite 

in lirma ry 

in flame 

in flanim at ion 

in flex ible 

in flu ence 

in flu enti al 

in flux 

in tract ion 

in fringe meut 

in fus ion 

in geni ous 

in genu ous 

in grate 

in grati tude 

in hab it aney 

in hale 

in her ent 

in her it ance 

in hum aui ty 

in ira ic al 

in iqui ty 

in iti al 

in juri ous 

in nate 

in noc ent 

in nov ate 

in numer able 

in ocul ate 

in oper at ive 

in op ])ortuue 

in ordin ate 

in quir y 

in quis it ive 

in saui ty 

in eati able 

in scrut able 

in sert 

in sidi ous 

in sinu at ion 

in sip id 

in sist ent 

in sol ate 

in solu bill ty 

in solv ency 

in spir at ion 

in spir it 

in st ance 

in stit ut ion 

in struct ion 

in stru ment 

in sub ordin al ion 



2 fatuus, fatui 

facere, factum 

ferre, latum 
^ inferus, inferi 
1 fides, fidei 

tides, fidei 

1 finis, finis 

2 firmus, firmi 

^ fiamma, fiammae 
flamma, flammae 
flectere. Uexuni 
fluere, fluxum 
Sucre, fluxum 
fluere, fluxum 
frangere, fractum 
frangere, fractum 
fundere, fusum 
gignere, genitum 
giguere, genitum 

^ gratus, grati 
gratus, grati 
habere, hal)itum 
halare, halatiuu 
haerere, haesum 
haerere, haesum 

1 homo, hominis 
amare, amatuin 

2 aequus, aequi 
ire, itum 

^ jus, juris 
nasci, natus 
iiocere, nocitum 

2 novus, novi 

1 numerus, numeri 

1 oeulus, oculi 

^ opus, operis 

1 portus, portus 

^ ordo, ordinis 
quaerere, quaesitura 
quaerere, quaesituni 

^ sanus, sani 

^ satis 
scrutari, scrutatus 
serere, sertum 
sedere, sessum 

1 sinus, sinus 
sapere 
stare, statum 

^ sol, soils 
solvere, eolutum 
solvere, solutum 
spirare, spiratum 
spirare, spiratum 
stare, statum 
stare, statum 
struere, structum 
struere, structum 

' ordo, ordinis 



foolish 

make 

bear 

low 

faith 

faith 

end 

fast 

flame 

flame 

bend 

flow 

flow 

flow 

break 

break 

pour 

beget 

beget 

pleasing 

pleasing 

have 

breathe 

stick 

stick 

man 

love 

equal 

go 

law 

be born 

huit 

new 

number 

eye 

work 

port 

order 

seek 

seek 

sound 

enough 

search 

bind 

sit 

bend 

taste 

stand 

sun 

loose 

loose 

breathe 

breathe 

stand 

stanu 

pile 

pile 

order 



WORK-BOOK OF ETYMOLOGY. 



339 



insul ate 


^ insula, insulae : 


island 


in suit ing 


salire, saltum ; 


leap 


in super able 


^ super : 


above 


in sur g ent 


regere, rectum ; 


rule 


in sui- rec tion 


regere, rectum : 


rule 


in tact 


tangere, tactum : 


touch 


in tang Ible 


tangere, tactum : 


touch 


in tegr al 


tangere, tactum : 


touch 


iutel lect 


legere, lectum 


gather 


iutel lig ence 


legere, lectum : 


gather 


iutel lig ibili ty 


legere, lectum : 


gather 


in tend 


tendere, tensum or tentum : 


stretch 


in ten si ty 


teudere, tensum or tentum ; 


stretch 


in tent ion 


tendere, tensum or tentum : 


stretch 


in ter 


^ terra, terrae : 


earth 


iuter cal ate 


calare, calatimi 


call 


inter cede 


cedere, cessum : 


go 


inter cept 


capere, captum : 


take 


inter cess ion 


cedere, cessum 


go 


inter cipi ent 


eapere, captum : 


take 


inter diet 


dicere, dictum : 


speak 


inter est 


esse : 


be 


inter fer ence 


ferre, latum 


bear 


inter loc ut ion 


loqui, locutus : 


speak 


inter lude 


ludere, lusum : 


play 


in termin able 


^ terma : 


limit 


inter mitt ent 


mittere, missum : 


send 


inter mur al 


1 murus, muri : 


wall 


inter nat ion al 


uasci, natus : 


be born 


inter pol at ion 


polire, politum 


polish 


iuter pose 


pouere, positum 


place 


iuter regnum 


regere, rectum : 


rule 


inter rog ate 


rogare, roga'uum 


ask 


inter rupt ion 


rumpere, ruptum 


burst 


inter spers ing 


spargere, sparsum 


strew 


iuter st ice 


stare, statum : 


stand 


inter vene 


venire, ventum 


come 


in test ate 


' testis, testis 


witness 


in tini at ion 


timere 


: fear 


in tim id ate 


timere 


fear 


in toler ance 


tolerare, toleratum 


endure 


in toxic ate 


' toxoii 


arrow 


intrin sic 


^ secus 


nigh 


intro duct ion 


dueere, ductum 


lead 


in trude 


trudere, tiiisum 


thrust 


in trus ion 


trudere, trusum 


thrust 


in tu it ion 


tueri, tuitus 


: see 


in uud at ion 


* unda, undae 


: wave 


in vade 


vadere, vasum 


: walk 


in val id ate 


valere, valitum 


: be strong 


in valu able 


valere, valitum 


be strong 


in vas ion 


vadere, vasum 


: walk 


in vect ive 


vehere, vectum 


: carry 


in vent ion 


venire, ventum 


: come 


in vento ry 


venire, ventum 


. come 


in vers ion 


vcrtere, versum 


: turn 


in vert 


vertere, versum 


: turn 


in vestig ate 


vestigare, vestigatum 


: track 



34:0 



THE SYSTEM METHOD. 



in vest ment 
in veter ate 
in vigor ate 
in vine ible 
in vis ible 
in vit at ion 
in voc at ion 
in voke 
in vol ut ion 
in vulner able 
irk some 
ir radi ate 
ir rat ion al 
ir re frag able 
ir re lev ant 
ir re ligi ous 
ir re medi al 
ir re spous ible 
ir re ver ent 
ir re vers ible 
ir re voc able 
ir rig ate 
ir rit ate 
ir rupt ion 
isol ate 
iter ate 
itiner ant 

Jacul ate 
Jansen ist 
Jesu it ism 
joe ose 
joe ul ari ty 
joint ure 
junct ion 
junct ure 
just ice 
juven ile 

Kalend s 
key age 
king dom 
kitt en 
knave ry 
knight ly 

Labi al 
labor ato ry 
labor ed 
labori ous 
labyrinth iue 
lacer ate 
lachrym al 
lacte ous 
lad le 
lag con 
lai ty 
lament at ion 



^ vestis, vestis 
^ vetus, veteris 
^ vigor, vigoris 

vincere, victum 

videre, visum 

vitare, vitatiim 

vocare, vocatum 

vocare, vocatum 

volvere, volutum 
^ vulnus, vulneris 

'■^ CAKG 

^ radius, radii 

reri, ratus 

frangere, fractum 

levare, levatum 

ligare, ligatuiu 

mederi 

spondere, sponsum 

vereri, veritus 

vertere, versura 

vocare, vocatum 

rigare, rigatum 

rhein 

rumpere, ruptmn 
^ insula, insulae 
^ iterum 
^ iter, itineris 

jacere, jactiuu 

^ Jansen * 

' laseas 

^ jocus, joci 
jocus, joci 
jungere, junctura 
juDgere, junctum 
jungere, juuctum 

^Justus, justi 

'^ juveuis, juveuis 

kaleiii 

1 K.EY 

^ CVXG 

^ CAT 

' CNAFA 

^ CNIHT 

^ labia, labiae 
^ labor, laboris 

labor, laboris 

labor, laboris 
^ laborinthus, laborinthi 

2 lacer, laceri 

^ lachryma, lachrymae 
1 lac, lactis 

HLADAN 

1 lacus, laci 

1 laos 

1 lamentum, lament! 



garment 

old 

life 

conquer 

see 

shun 

call 

call 

roll 

wound 

inert 

ray 

reckon 

break 

raise 

bind 

heal 

promise 

fear 

turn 

call 

water 

flow 

burst 

island 

again 

walk 

throw 

Jansen 

Jesus 

joke 

joke 

yoke 

yoke 

yoke 

just 

young 

call 

key 

chief 

cat 

boy 

youth 

lip 

work 

work 

work 

maze 

mangled 

tear 

milk 

load 

lake 

people 

wail 



WORK-BOOK OF ETYMOLOGY. 



841 



lamin at ed 
langu age 
lai-g est 
later al 
lati tude 
land able 
laud ato ly 
laure ate 
learn ing 
leather n 
leav iug 
leg al ize 
leg ate 
leg at ion 
legenda ly 
leg ible 
leg ion 
legitim ate 
leng th 
leng th en 
leni eucy 
leni ty 
lethe an 
levi ty 
li able 
lib at ion 
libel ant 
liber al ize 
liber at ion 
libert in is-ra 
libra ry 
licens ee 
liet or 
liga ment 
lig at ure 
ligne oils 
limit at ion 
line age 
hne al 
linea meut 
lingu ist 
lion ess 
liter al ism 
litera ry 
liter at ure 
lob ule 
loc ali ty 
lock age 
lock er 
longi tude 
longi tud in il 
loq uaei ty 
lot ion 
luc id 
lucr at ive 
lumina ry 
lumin ous 
lun aey 



lamina, laminae 
lingua, linguae 
largus, largi 
latus, lateris 
latus, lateris 
laus, laudis 
laus, laudis 
laurus, lauri 

LEORNIAN 

LEDHER 

LAEFAN 

lex, legis 
legare, legatum 
legare, legatum 
legere, lectum 
legere, lectum 
legere, lectum 
^ lex, legis 

'^ LANG 
LANG 

^ lenis, lenis 
lenis, lenis 

^ lethe 

^ levis, levis 
ligare, ligatura 
libare, li bat inn 

^ liber, libri 

^ liber, liberi 
liber, liberi 
liber, liberi 

^ liber, libri 
licere, licitum 
ligare, ligatum 
, ligare, ligatum 
ligare, ligatum 

1 lignum, ligni 

1 limes, limitis 

^ linea, lineae 
linea, lineae 
linea, lineae 

1 lingua, hnguae 

^ leoH 

1 litera, literae 
litera, literae 
litera, literae 

1 lobos 

^ locus, loci 

^LOC 
LOC 

2 longus, longi 
longus, longi 
loqui, locutus 
lavare, lotum 

^ lux, lucis 
^ lucrum, lucri 
1 lumen, luminis 
lumen, luminis 
1 luna, lunae 



plate 

tongue 

large 

side 

side 

praise 

praise 

laural 

learn 

leather 

leave 

law 

send 

send 

gather 

gather 

gather 

law 

long 

long 

mild 

mild 

obhvion 

light 

bind 

taste 

book 

free 

free 

free 

book 

be lawful 

bind 

bind 

bind 

wood 

bordei 

line 

hne 

line 

tongue 

Hon 

letter 

letter 

letter 

division 

place 

iuclosure 

inclosure 

long 

long 

speak 

wash 

Ught 

gain 

Ught 

light 

moon 



343 



THE SYSTEM METHOD. 



luu ar 

lua at ic 
luxu ry 

Macadam ize 
macer ate 
mach ine 
mach ine ry 
mag ici an 
magisten al 
magistr acy 
magui fy 
magui tude 
majes ty 
maj ori ty 
mal ice 
mal ici ous 
mana cle 
maud ato ry 
man hood 
mani ac 
maui kin 
mauu al 
mar ine 
mar in er 
marri age 
martyr dom 
masc ul ine 
materi al 
matcrn al 
matbemat ies 
matr ic ul ate 
matri mony 
meander ing 
mechan ics 
mechan ism 
medi ate 
medit at ion 
med ic al 
med ic in al 
med ic ine 
medulla ry 
melior at ion 
memor able 
memori al 
memor y 
ment al 
mere ant ile 
merc^na ry 
merchand Ise 
merch ant 
mcsmer ism 
mess age 
meta carpus 
metall ic 
meta morph ic 
meta pbor 
meta phrasis 



luna, lunae 
luna, lunae 
luxus, luxus 

MacAdam * * 
■ macer, macri 

mechos % 

mechos \ 

magus, magi 
^ magister, magistri 

magister, magistri 
2 magnus, magni 

magnus, magni 

magnus, magni 

magnus, magni 
^ malus, mail 

malus, maJi 
^ manus, manus 

mandare, mandatum 

^ MAN 

^ mania 

^MAN 

^ manus, manus 
^ mare, maris 

mare, maris 
^ mas, maris 
•"■ mariys 
^ mas, maris 
^ materia, materiae 
^ mater, matris 

niathein 

1 mater, matris 
mater, matris 

^ maiandros 
^ mechos 
mechos 

2 medius, medii 
meditari, meditatus 
mederi 

mederi 
mederi 

1 meduUa, medullae 

2 melior, melioris 
^ memor, memoris 

memor, memoris 

memor, memoris 
^ mens, mentis 
1 merx, mercis 

merx, mercis 

merx, mercis 

meix, mercis 
1 Mesmer * 

mittere, missum 
^ carpus, carpi 
■* tnetallon 
1 morphe 

pherein 

phrazein 



moon 
moon 

excess 

MacAdam 

lean 

means 

means 

priest 

master 

master 

great 

great 

great 

great 

bad 

bad 

band 

bid 

man 

rage 

man 

band 

sea 

sea 

male 

witness 

male 

matter 

mother 

learn 

mother 

mother 

winding 

means 

means 

middle 

think 

heal 

beal 

heal 

marrow 

better 

mindful 

mindiul 

mindful 

mind 



goods 

goods 

goods 

Mesmer 

send 

wrist 

metal 

form 

bring 

speak 



WORK-BOOK OB" ETrMOLOUT. 



343 



meta phys ics 
meta tarsus 
met em psychosis 
met eor ic 
met hod 
met hod ic al 
met onym y 
miasmat ic 
migr ato ry 
milit ant 
milita ry 
milit ate 
mill ion th 
mim ic 
mim ic ry 
miuim ize 
minister! al 
miuori ty 
mia ute 
mira cle 
mira cul ous 
miscellane ou3 
mis dee d 
mis di rect 
miser y 
mis fortune 
mis give 
mis man age 
miss iona ry 
miss ive 
mis speak 
ml tig at ion 
mixt ure 
mnemon ics 
mod el ing 
moder ate 
moder n ize 
modest y 
mole cule 
molU fy 
monad ic 
mouaste ry 
mon it or 
monk ish 
moustr ous 
monu ment 
mor al ize 
mors el 
mort al 
mort all 
mot ion 
mot or 
moto ry 
mount ain 
mov able 
move ment 
multi tude 
muud ane 



ty 



^ tarsos 
^ psyche 
^ aer 
^ hodos 

hodos 
^ onoma 

miainein 

migrare, migratum 
^ miles, milltis 

miles, militis 

miles, militis 
*miUe 

niimeisthai 

mimeisthai 
2 minimus, minimi 
^ minister, ministri 
'^ minor, miuoris 

minor, minoris 

mirari, miratus 

mirari, miratus 

miscere, mixtum 

DOjST 

regere, rectum 
2 miser, miseri 

* f ors, f ortis 

GIFAN 

* manus, manus 
mittere, niissum 
mittere, missum 

SPECAN 

^ mitis, mitis 

miscere, mixtum 
^ mnetnoit, 

1 modus, modi 
modus, modi 

^ mo do 

^ modus, modi 

••■ moles, moiis 

2 moUis, moUis 
^ niouos 

moiios 

monere, monitum 
^ monos 

monstrare, monstratum 

monere, monitum 
^ mos, moris 

mordere, morsum 
^ mors, mortis 

mors, mortis 

movere, motum 

movere, motum 

movere, motum 
1 mous, montis 

movere, motum 

movere, motum 
^ multus, multi 
1 mundus, mundi 



nature 

plane 

breath 

air 

way 

way 

name 

pollute 

move 

soldier 

soldier 

soldier 

thousand 

ape 

ape 

least 

handing 

less 

less 

wonder 

wonder 

mix 

do 

rule 

poor 

chance 

give 

hand 

send 

send 

speak 

mild 

mix 

mindful 

measure 

measure 

just now 

measure 

mass 

soft 

alone 

alone 

warn 

alone 

show 

warn 

manner 

bite 

death 

death 

move 

move 

move 

mount 

move 

move 

many 

world 



3U 



THE SYSTEM METHOD. 



mun it iou 
mur al 
mus ici an 
musket oon 
mut abili ty 
mysteri ous 
myst ic 
myst ic ism 
myth ic al 

Naile ry 

name less 

narcot ic 

narr at ion 

uas al 

nat ion al ize 

nat ivi ty 

nat ur al 

nat ur al iz at ion 

nause ous 

naut ic al 

nav al 

nav y 

ne cess it ate 

ne fari ous 

n either 

nerv ous 

nepot ism 

Neptun ean 

ne sci ence 

ne utr al iz at ion 

n ever 

nibb le 

nihiU ty 

no biU ty 

nocturn al 

nomad ic 

nomin al 

nomin at ion 

nomin at ive 

non de script 

non enti ty 

none s 

non ess enti al 

non sense 

norm al 

north er n 

not ice 

noti fy 

notori ous 

nour ish ment 

nov el 

nov el ty 

nov ice 

noxi ous 

nuc le ate 

nudi ty 

nuis ance 



munire, munitum 
1 murus, mui-i 
^ mouaa 

1 MUSKET 

mutare, mutatum 

2 mysticos 
tnysticos 
mysticos 

1 mythos 



^ NAGEL 



^ NAMA 

1 narke 

narrare, narratum 
^ nasus, nasi 

nasci, natus 

nasci, natus 

nasci, natus 

nasci, natus 

1 naus 
naus 
naus 
naus 

cedere, cessum 
fari, fatus 

2 ilDGHEK 

1 neuron 

1 nepos, nepotis 

1 Neptunus, Neptuni 

scire, scitum 
'^ uter, utrius 

lAV 
NIB 

1 nihil 

nf^scere, notum 
* nox, noctis 
^ nomos 
^ uomen, nominis 

nomen, nominis 

nomen, nominis 

scribere, scriptum 

esse 
" nouns, noni 

esse 

sentu'e, sensum 
^ norma, normae 

''' NOKDU 

noscere, notum 
noscere, notum 
noscere, notum 
nutrire, nutritum 

^ novus, novi 
novus, novi 
novus, novi 
nocere, uocitum 

1 nux, nucis 

^ nudus, nudi 
nocere, nocitum 



fortify 

wall 

muse 

gun 

change 

secret 

secret 

secret 

fable 

nail 

name 

torpor 

tell 

nose 

be born 

be born 

be born 

be born 

ship 

ship 

ship 

ship 



smew 

nephew 

Neptune 

know 

either 

age 

bite 

nothing 

know 

night 

jDasture 

name 

name 

name 

write 

be 

nine 

be 

feel 

rule 

north 

know 

know 

know 

nurse 

new 

new 

new 

hurt 

nut 

naked 

hurt 



WORK-BOOK OF ETYMOLOGY. 



345 



numer at ion 
uuiner ic al 
numismat ics 
nupti al 
nurse ry 
nutri ment 
nutr it ion 
nymph like 

Oat en 
ob dur acy 
ob ey 

ob edi ence 
ob itua ry 
ob ject 
ob ject ion 
ob lat ion 
ob lig at ion 
ob liter at ion 
ob liv ion 
ob loqu y 
ob noxi ous 
obscuri ty 
ob sequi ous 
ob sequ y 
ob serv at ion 
ob serv ato ry 
ob sta cle 
obs tin acy 
ob tain able 
ob trude 
ob trus ive 
ob tuse 
ob vi ate 
ob vi ous 
oc cas ion 
oc cid ent 
oc clus ion 
oc cult 
oc cup ency 
oc cur 

oc curr ence 
ocul ar 
ocul ist 
oddi ty 
odor ous 
of fal 
of fend 
of fens ive 
of fici ate 
ofE ing 
off set 
oint ment 
Olympi an 
Olymp ic 
omin ous 
o miss ion 
mit 



1 numerus, numeri 


: number 


numerus, numeri 


: number 


1 7iumisma 


: custom 


nubere, nuptum 


: marry 


nutrire, nutritum 


: nurse 


nutrire, nutritum 


: nm-se 


nutrire, nutritum 


• nurse 


^ nymphe 


: nymph 


^ ATA. 


: oat 


2 durus, duri 


: hard 


audire, auditum 


: hear 


audire, auditum 


: hear 


ire, itum 


: go 


jacere, j actum 


throw 


jacere, jactum 


: throw 


ferre, latum 


bear 


ligare, ligatum 


bind 


^ Utera, literae 


letter 


linere, litum 


smear 


loqui, locutus 


speak 


nocere, nocitum 


hurt 


^ obscm'us, obscuri 


dai-k 


sequi, secutus 


follow 


sequi, secutus 


follow 


servare, servatum 


guard 


servare, servatum 


guard 


stare, statum 


stand 


tendere, tensum or tentum 


stretch 


tendere, tensum or tentum 


stretch 


trudere, trusum 


thrust 


trudere, trusum 


thrust 


tundere, tusum 


blunt 


' via, viae 


way 


via, viae 


way 


cadere, casum 


faU 


cadere, casum 


faU 


claudere, clausum 


shut 


celare, celatum 


cover 


capere, captum 


• take 


cuiTere, cursum 


run 


currere, cursum 


run 


^ oculus, oculi 


eye 


oculus, oculi 


eye 


2 ODD 


singular 


1 odor, odoris 


scent 


FALL 


faU 


fendere, fensum 


fence 


fendere, fensum 


fence 


facere, factum : 


make 


3 OFF 


off 


SET 


set 


ungere, unctum 


smear 


1 Olyrnpos : 


Olympus 


Olymjjos 


Olympus 


1 omen, ominis : 


omen 


mittere, missum 


send 


mittere, missum 


send 



346 



THE SYSTEM METHOD. 



onera ry 
on set 
oper at ion 
opin ion 
op pon ent 
op portuni ty 
op press ion 
opt at ive 
op tici an 
opt ics 
opt ion 
orange ry 
or at ion 
or at or 
orbit al 
ordin ance 
organ ic 
organ iz at ion 
ori ent al 
origin ali ty 
origin ate 
orna ment 
orn ate 
orphan age 
OS cul at ion 
osse let 
ossi cle 
ossi fy 

OS tent at ion 
ostrac ism 
ostrac ize 
ough t 
out gener al 
out live 
ov al 
ov ate 
over eat 
over reach 
ox ide 

Pack et 
padd le 
pag an ism 
pai d 
paint ing 
pall et 
paUi at ive 
pa Is y 
pan el 
pan ic 
para ble 
para bola 
para dox 
par agogue 
para graph 
par allax 
para lysis 
jjara lyze 



1 onus, oneris 


: load 


SET 


: set 


1 opus, operis 


work 


opinari, opinatus 


: think 


ponere, positum 


: place 


^ portus, portus 


: port 


premere, pressum 


: press 


optare, optatum 


wish 


op 


: see 


op 


: see 


optare, optatum 


• wish 


^ arangia, arangiae 


orange 


orare, oratum 


pray 


orare, oratum 


pray 


1 or bis, or bis 


: ring 


^ ordo, ordinis 


order 


^ organon 


instrument 


organon 


: instrument 


oriri, ortus 


rise 


orh-i, ortus 


rise 


oriri, ortus 


rise 


ornare, ornatum : 


deck 


omare, ornatum 


deck 


1 orphos 


orphan 


1 OS, oris 


mouth 


I OS, ossis 


bone 


OS, ossis 


bone 


OS, ossis 


bone 


tendere, tensum or tentum 


stretch 


^ ostrakon 


BheU 


ostrakon 


shell 


AGAN 


have 


gignere, genitum 


beget 


LIBBAN 


live 


^ ovum, ovi 


egg 


ovum, ovi 


egg 


ETAN 


eat 


KAECAN 


reach 


^ oxys 


sharp 


1 PACK : 


bundle 


PAD 


go 


ipagus, pagi 


village 


PAT : 


pay 


pingere, pinctum : 


paint 


1 pala, palae : 


shovel 


1 palla, pallae 


cloak 


luein 


loose 


ipAN 


piece 


^Fan 


Pan 


hallein : 


throw 


ballein 


throw 


^ doxa 


opinion 


agein 


lead 


grapJiein 


write 


allaseiu 


change 


luein 


loose 


luein 


loose 



WORK- lU) OK OF ETYMOLOGY. 



847 



par a mount 
para phernalia 
para phrase 
para selene 
para site 
para sit ic al 
pare el 
par don 
par ent age 
par en thesis 
par helion 
pariet al 
par ish 
par ochi al 
par od y 
par onomasia 
par Goym 0U8 
par otid 
parson ag3 
parti cle 
partis an 
part it ion 
part n er slsip 
pass ion ate 
pass ive 
past or 
patern al 
pathet ic 
pati ence 
patri mony 
patriot ic 
pauper ism 
pay ee 
pecul at ion 
peculi arl ty 
pecuniar y 
ped ant ry 
pedd le 
pedd 1 er 
pedestri ai^. 
pe er 
pe er age 
pe er ess 
pel luc id 
pen al ty 
penetr at ion 
penit ence 
penit entia ry 
pens ion 
peutecost al 
peopl ed 
per ad vent ure 
per ambul ate 
per ceiv ing 
per cent age 
per cept ion 
per egi'in at ion 
per empto ry 



^ mous, montis 

lilierebb 
^ phraHis 
^ selene 
^ sitos 

sitos 
1 j)ars, partis 

dare, datum 

parere, partum 

tiihenai 
1 helios 

^ paries, parietis 
^ oikos 

oikos 
^ode 
^ onoma 

ononia 
^ ous, otos 
^ persona, personao 
^ pars, partis 

pars, partis 

pars, partis 

pars, partis 

pati, passus 

pati, passus 

pascere, pastum 
1 pater, patris 

pathein 

pati, passus 

1 pater, patris 
pater, patris 

2 pauper, pauperis 

PAT 

^ pecu, pecus 

pecu, pecus 

pecu, pecus 
^ pais^ pjaklos 

PAD 

PAD 

1 pes, pedis 
** par, paris 

par, paris 

par, paris 

1 lux, lucis 
^ poine 

2 penitus 
1 poiiie 

poine 

peudere, pensum 
^ pentekoste 
^ populus, populi 

venire, ventum 

ambulare, anibulatum 

capcre, captum . 
'•^ centum 

capere, captum 
1 ager, agi"i 

emere, emptum 



mountain 

bear 

phrase 

moon 

food 

food 

part 

give 

produce 

set 

sun 

waU 

house 

house 

song 

name 

name 

car 

mask 

part 

part 

part 

part 

suffer 

suffer 

feed 

father 

suffer 

suffer 

father 

father 

bare 

pay 

cattle 
cattle 
cattle 
boy 

go 

go 

foot 

equal 

equal 

equal 

light 

punishment 

inwardly 

punishment 

punishment 

weigh 

fiftieth 

jjeople 

come 

walk 

take 

hundred 

take 

field 

buy 



348 



THE SYSTEM METHOD. 



per enni al 


1 annus, anni i 


year 


per feet 


facere, factum 


make 


per feet ion 


facere, factum 


make 


per fid y 


^ fides, fidei 


faith 


per for ate 


forare, foratum 


pierce 


per form ance 


1 forma, formae 


form 


per fume ry 


1 fumus, fumi 


smoke 


peri cardium 


^ kardia 


heart 


peri cranium 


1 kranion 


skull 


peri gee 


^ ge 


earth 


peri graph 


grajjhmi 


write 


peri helion 


^ helios 


sun 


peri meter 


metron 


measure 


peri od 


' hodos 


way 


peri od ic 


hodos 


way 


peri osteum 


^ osteon 


: bone 


peri patet ic 


patein 


• walk 


peri pher y 


pherein 


: bear 


peri phrase 


1 phrasis 


phrase 


peri scii 


^ skia 


shadow 


peri stalt ic 


stallein 


place 


peri toneum 


teitiein 


stretch 


per jm- y 


^ jus, juris 


law 


per man ent 


manere, mansum 


stay 


per me ate 


meare, meatum 


pass 


per miss ion 


mittere, missum 


send 


per nici ous 


^ nex, necis 


death 


per or at ion 


orare, oratum 


pray 


per pend ic ul ar 


pendere, pensum 


hang 


per petr ate 


patrare, patratum 


perform 


per plexi ty 


plectere, plexum 


braid 


per sec ut ion 


sequi, secutus 


follow 


per sever ance 


^ severus, severi 


strict 


per sist ent 


stare, statum 


stand 


per son ate 


^ persona, personae 


mask 


per spect ive 


specere, spectum 


see 


per spicui ty 


specere, spectum 


see 


per spicu ous 


specere, spectum 


see 


per suas ion 


suadere, suasum 


urge 


per tin ace ous 


tendere, tensum or tentum 


stretch 


per tin ent 


tendere, tensum or tentum 


stretch 


per turb at ion 


^ turba, turbae 


crowd 


per us al 


uti, usus 


: use 


per vade 


vadere, vasum 


go 


per vers ion 


vertere, versum 


turn 


per vert 


vertere, versum 


turn 


per vi ous 


^ via, viae 


way 


petri fy 


^ petra 


rock 


pharmaceut ic 


^pharmakon 


drug 


pharmac y 


pharmakon 


drug 


phenomen al 


phainein 


show 


phlegmat ic 


^ phlegma 


flame 


phonet ic 


^ phone 


sound 


phylacter y 


phylassdn 


watch 


phys ic al 


^ physis 


nature 


phys iei an 


physis 


nature 


phys ics 


physis 


nature 


pie ty 


2pius, pii 


pious 



WOBK-BOOE OF ETYMOLOGY. 



349 



pill age 
pip Mn 
pir acy 
plac id 
plant at ion 
plast ici ty 
Platon ic 
plaus ible 
pleas ant ry 
pleas ure 
plebei an ism ' 
pi edg ee 
plena ry 
pleni tude 
plen te ous 
plen ty 
pie on asm 
pleuris y 
pli ancy 
plum ule 
plur ali ty 
pneumat ics 
pock et 
poes y 

pol ar iz at ion 
polem ic 
polic y 
pol ite ness 
poUt ics 
poll ut ion 
pomp osi ty 
ponder ous 
pope ry 
popul at Ion 
popul ous 
porphyrit ic 
port al 
por tend 
por tent ous 
por tray 
pos it ive ly 
poss ibili ty 
post di luTi an 
poster! ty 
post pone 
post pone ment 
post ure 
potent ate 
potenti al 
pot ion 
pract ic able 
pract ice 
pratt le 
pray er 
pre adam ite 
pre ad mon ish 
pre amble 
prccari ous 



PILL 
^ PIPE 

peirmi 

placare, placatum 
*• planta, plantae 

plassein 
1 Plato 

plaudere, plausum 

placere, placitum 

placere, placitum 
^ plebs, plebis 

habere, habitum 

plere, pletum 

plere, pletum 

plere, pletum 

plere, pletum 
^pleos 
^pleura 

plicare, plicatum 
^ pluma, plxmaae 
^ plus, pluris 
^ pneuma 

^POCA 

poiein 

polein 
* polemos 
Spoils 

polire, poUtum 
^polis 

polluere, pollutum 

pem2Jein 

pendere, pensum 
^ papas 
^populus, popull 

populus, popuH 
^ porphyra 
1 portus, portus 

tendere, tensum or tentum 

tendere, tensum or tentum 

trahere, tractum 

ponere, positum 

posse 

lucre, luitmn 
^post 

ponere, positum 

ponere, positum 

23onere, positum 

posse 

posse 

potare, potatum 

prassein 

prassein 

PRATE 

^ prex, precis 

1 Adam * 
monere, monitum 
ambulare, ambulatum 

^ prex, precis 



rob 

pipe 

attempt 

soothe 

plant 

mold 

Plato 

clap 

please 

please 

mob 

have 

fiU 

fill 

fill 

flU 

fuU 

side 

fold 

feather 

more 

wind 

bag 

make 

turn 

war 

city 

polish 

city 

taint 

send 

Weigh 

father 

people 

people 

purple 

port 

stretch 

stretch 

draw 

place 

be able 

wash 

after 

place 

place 

place 

be able 

be able 

drink 

do 

do 

prate 

request 

Adam 

waru 

walk 

prayer 



^50 



THE SYSTEM METHOD. 



pre 


caut ion 


pre 


ced euey 


pre 


cept or 


pre 


cess ion 


pre 


cinct 


pi-e 


cip ice 


pre 


cipit at ion 


pre 


cisc 


pre 


cis ion 


pre 


elude 


pre 


con cert 


pre 


curs or 


pred 


ato ry 


pre 


de cess or 


pre 


die able 


pre 


diet ion 


pre 


domin ate 


pre 


face 


pre 


fer able 


pre 


fer ment 


pre 


limina ry 


pre 


lude 


pre 


mature 


pre 


medit ate 


pre 


mise 


pre 


mon ito ry 


pre 


par at iou 


pre 


pense 


pre 


pos it ion 


pre 


poster ous 


pre 


rog at ive 


pre 


sage 


Presbyteri an 


pret 


byter y 


pre 


scribe 


pre 


script ion 


pre 


s ence 


pre 


scrv at ion 


pre 


sid ency 


press ure 


pre 


su m\)t ion 


pre 


tens iou 


pre 


text 


pre 


vail 


pre 


varic at ion 


pre 


vent ion 


pre 


vent ive 


pre 


vi ous 


priest hood 


prigg ish 


prim aey 


prism oid 


priv aey 


priv at eer 


prub able 


prob at ion 


probi ty 


pro 


blcmat ic cl 



cavere, cautum 

cedere, cessum 

capere, captum 

cedere, cessum 

cingere, cinctum 
^ caput, capitis 

caput, capitis 

caedere, caesum 

caedere, caesum 

claudere, clausum 

certare, certatum 

currere, cursum 
1 praeda, praedae 

cedere, cessum 

dicere, dictum 

dicere, dictum 
^ dominus, domini 

fai'i, fatus 

fcrre, latum 

ferre, latum 

1 limen, liminis 
ludcre, lusum 

2 maturus, maturi 
meditari, meditatus 
mittere, missum 
mon ere, monitum 
parare, paratum 
pendcre, pensum 
ponere, positum 

3 post 

rogare, rogatum 

sagire, sagitum 
'^ presbys 

presbys 

scribere, scriptum 

scribere, scriptum 

esse 

servare, servatum 

sedere, sessum 

IM'emere, pressum 

emere, emptum 

tendere, tensum or tentum 

texere, textum 

valere, valitum 
'■^ varus, vari 

venire, ventum 

venire, ventum 

1 via, viae 
^ presbys 

PRIG 

2 primus, primi 
priein 

2 privus, privi 

privus, privi 
^ probus, probi 

probus, probi 

probus, probi 

balle'm 



take care 

go 

take 

go 

gird 

head 

head 

cut 

cut 

shut 

strive 

run 

prey 

go 

speak 

speak 

lord 

speak 

bear 

bear 

threshold 

play 

ripe 

think 

send 

Avarn 

prepare 

weigh 

place 

after 

ask 

perceive 

old 

old 

write 

write 

be 

guard 

sit 

press 

buy 

stretch 

weave 

be strong 

bent 

come 

come 

way 

old 

cheapen 

fii-st 

saw 

single 

single 

good 

good 

good 

tnrow 



WORK-BOOK OF ETTMOLOGY. 



351 



pro ced ure 
pro ceed s 
pro clam at ion 
pro clivi ty 
pro consul 
pro crastin ate 
pro ere ate 
pro cure ment 
prod ig al 
prod ig y 
pro duct ion 
pro fan at iou 
pro fess ion 
prof fer 
pro fici ency 
pro file 
pro fiig ate 
pro found 
pro fundi ty 
pro fus ion 
pro gen it or 
pro gnosis 
pro gnost ic ate 
pro gram 
pro gress 
pro hib it 
pro ject ile 
pro lepsis 
pro logue 
pro long 
pro min ency 
pro miscu ous 
pro mot ion 
pro mpti tude 
pro nounce 
pro nunci at ion 
pro pell or 
pro pens ity 
proper ty 
pro phes y 
pro pliet CSS 
pro port ion 
pro pos al 
pro pos it i(jn 
jjropriet or 
pro rogue 
pro sec utc 
pro spect 
pro speri ty 
pro str at ion 
pro tect or 
pro tect or ate 
pro test ant 
pro tract 
pro trus ion 
pro verbi al 
pro viile 
pro yid ence 



cedere, cessum 
cedere, cessum 
clamare, clamatum 

1 clivus, clivi 

1 consul, consulis 

3 eras 
creare, creatum 

^ cura, curae 
agere, actum 
agere, actum 
ducere, ductum 

^ fauum, fani 
fateri, fassus 
ferre, latum 
facere, factum 

^ filum, fill 
fligere, flictum 

1 fundus, fundi 
fundus, fundi 
fundere, fusum 
gignere, genitum 
yignoskein 
(jignonkein 
graphehi 

gradi, gressus 
habere, habitum 
jacere, j actum 
lambaneui 
legein 

2 longus, longi 
minere 

miscere, raixtum 
movere, motuni 
emere, emptum 

1 nuncius, nuncii 
nuncius, nuncii 
pellere, pulsuni 
pendere, pensiim 

^ proprius, propi'ii 
liha'mem 
phaineiu 

^ portio, portionis 
ponere, posituiu 
ponere, posituin 

^ l)roprius, proprii 
rogare, rogatuin 
sequi, secutus 
specere, spectuni 

^ spes, spei 
sternere, stratum 
tegere, tectum 
tegere, tectum 

^ testis, testis 
trahere, tractum 
trudere, trusuin 

1 verbura, verbi 
videre, visum , 
videre, visum 



go 

go 

cry 

hiU 

consul 

to-morrow 

form 

care 

do 

do 

lead 

temple 

own 

bear 

make 

thread 

strike 

bottom 

bottom 

pour 

beget 

know 

know 

wi'ite 

step 

have 

throw 

talce 

speak 

long 

jut 

mix 

move 

buy 

messenger 

messenger 

drive 

weigh 

one's own 

show 

show 

share 

place 

place 

one's own 

ask 

follow 

see 

hope 

spread 

cover 

cover 

witness 

draw 

thrust 

word 

see 

see 



352 



THE SYSTEM METUOD. 



pro vinci al 
pro vis ion 
pro Tiso 
pro voc at ion 
pro yoke 
proximi ty 
pro X y ship 
pru d ent 
publici ty 
publ ish 
puer ile 
puer ill ty 
pugil ism 
pugnaci ous 
puiss ant 
pulmona ry 
pulver iz at ion 
punctu at ion 
puuct ure 
pung ent 
pur ist 
Purit an 
pur sue 
pur suit 
puzz le 
pygme an 
Pythagor ean 

Quacke ry 
quadr at ure 
quagg y 
quali fy 
quarant ine 
querul ous 
quer y 
quest ion 
quiesc ence 
quie tude 
quitt ance 
quixot ic 



vincere, victum 

videre, visum 

videre, visum 

vocare, vocatum 

vocare, vocatum 
^ proximus, proximi 
^ cura, curae 

videre, visum 
1 populus, pojDuli 

populus, populi 
1 puer, pueri 

puer, pueri 
^ pugnus, pugni 

pugnus, pugni 

posse 
1 pulmo, pulmonis 

1 pulvis, pulveris 
pungere, punctum 
pungere, punctum 
pungere, punctum 

2 purus, puri 
purus, jDuri 
sequi, secutus 
sequi, secutus 

^ pausa, pausae 

^ pygme 

^ Fythagoreus 

QUACK 

^ quatuor 

CWACIAN 

^ quails, quails 
2 quadraginta 

queri, questus 

quaerere, quaesitum 

quaerere, quaesitum 
^ quies, quietis 

quies, quietis 

quies, quietis 
^ Quixote* 



conquer 

see 

see 

call 

call 

nearest 

care 

see 

people 

people 

boy 

boy 

fist 

fist 

be able 

lung 

dust 

prick 

prick 

prick 

pure 

pure 

follow 

follow 

pause 

fist 

Pythagoras 

cry 

four- 

shake 

what sort 

forty 

wail 

seek 

seek 

rest 

rest 

rest 

Quixote 



Rab id 
race oon 
radi ance 
radic al ism 
radi cle 
ramp ant 
ranc or ous 
rapaci ous 
rapaci ty 
rap idi ty 
rap ine 
rare 

rat ion al 
rat ion al ize 
rav ag ing 
raven ous 
rav ish 



rabere 

1 RAT 

1 radius, radii 

^ radix, radicis 
radix, radicis 

2 KAMPEND 

rancere, rancitum 
rapere, raptum 
rapere, raptum 
rapere, raptum 
rapere, raptum 
2 rarus, rari 
reri, ratus 
reri, ratus 
rapere, raptum 
rapere, rajjtum 
rapere, raptum 



rave 

rat 

ray 

root 

root 

rash 

be rank 

rob 

rob 

rob 

rob 

thin 

reckon 

reckon 

rob 

rob 

rob 



WORK-BOOK OF ETYMOLOGY. 



353 



re al ism 

re ali ty 

re anim ate 

rear ward 

reason able 

re bell Ion 

re cant at ion 

re capit ul ate 

re ceipt 

re ceive 

recent ly 

re cepta cle 

re cipe 

re cipl ent 

re cit at ion 

re cline 

re CO gn it ion 

re CO gn ize 

re com mend at ion 

re com pensc 

re con cile 

re cord 

re course 

re crimin at ion 

recti tude 

re cumb ent 

red act ion 

red eem 

red empt ion 

red ol ent 

red ound 

re duct ion 

red und ant 

re fer ence 

re fleet 

re form at ion 

re fract ion 

re friger ate 

re fug ee 

re fulg ence 

reg al 

re gent 

re gress 

regul ate 

re iter ate 

re lax at ion 

re lev ant 

re lie 

re lief 

re lieve 

re lig ion 

re linqu ish 

re luct ant 

re main 

re mand 

re mark 

re medi al 

re member 

23 



'■ res, rei 

res, rei 
^ anemos 
^ retro 

reri, ratus 
^ bellum, belli 

canere, cantum 
^ caput, capitis 

capere, captura 

capere, captum 
2 recens, recentis 

capere, captum 

capere, captum 

capere, captum 

ciere, citum 

klindn 

noscere, notum ' 

noscere, notum 

mandare, mandatum 

pendere, pensum 

calare, calatum 
^ cor, cordis 

currere, cursum 

cernere, cretum 

regere, rectum 

cubare, cubitum 

agere, actum 

emere, emptum 

emere, emptum 

olere, olitum 
^ unda, undae 

ducere, ductum 
1 unda, undae 

ferre, latum 

flectere, flexum 
1 forma, formae 

frangere, fractum 
^ f rigus, f rigoris 

fugere, fugitum 

fulgerft, fulsum 

regere, rectum 

regere, rectum 

gradi, gressus 

regere, rectum 
^ iter, itineris 
^laxus, laxi 
'•^ levis, levis 

linquere, lictum 
^ levis, levis 

levis, levis 

ligare, ligatum 

linquere, lictum 

luctari, luctatus 

manere, mansum 

mandare, mandatum 

^ MEARC 

mederi 
meminisse 



thing 

thing 

wind 

behind 

reckon 

war 

sing 

head 

take 

take 

fresh 

take 

take 

take 

rouse 

lean 

know 

know 

bid 

weigh 

call 

heart 

run 

sift 

rule 

he 

do 

buy 

buy 

smell 

wave 

lead 

wave 

bear 

bend 

form 

break 

cold 

flee 

shine 

rule 

rule 

step 

rule 

way 

loose 

light 

leave 

light 

light 

bind 

leave 

strive 

stay 

bid 

sign 

heal 

recall 



35J: 



THE SYSTEM METHOD. 



re minisc ence 


meminisse 


recall 


re monstr ate 


monstrare, monstratum : 


show 


re morse 


mordere, morsum : 


bite 


re mote 


movere, motum 


move 


re mov al 


movere, motum : 


move 


re nasc ent 


nasci, natus 


be born 


ren der 


dare, datum : 


give 


rcn d it ion 


dare, datum : 


give 


re nouncc 


^ uuncius, nuncii : 


messenger 


re nov ate 


^ novus, novi ; 


new 


re par at ion 


parare, paratum : 


prepare 


re peal 


pellare (obsolete) 


call 


re peat 


petere, petitum 


seek 


re pent 


^poine : 


punishment 


re pet it ion 


petere, petitum 


seeli 


re plen ish 


plere, pletum 


fill 


re plet ion 


plere, pletum 


fiU 


re ply 


plicare, plicatum : 


fold 


re port 


portare, portatum 


carry 


re pose 


ponere, positum 


place 


re prehens ible 


prehendere, prehensum 


seize 


re pre s ent at ive 


esse 


be 


re prove 


2 probus, probi 


good 


rept ile 


reptere, reptum 


creep 


re pudi ate 


pudere, puditum 


shame 


re pugn ancy 


1 pugnus, pugui 


fist 


re puis ive 


pellere, pulsum : 


drive 


re put at ion 


putare, putatum 


think 


re quest 


quaerere, quaesitum 


seek 


re quiem 


^ quies, quietis 


rest 


re quire 


quaerere, quaesitum 


seek 


re quis ite 


quaerere, quaesitum 


seek 


re quite 


1 quies, quietis 


rest 


re scind 


scindere, scissum 


cut 


re sciss ion 


scindere, scissum 


cut 


re sembl ance 


^ similis, similis 


like 


re sent 


sentire, sensum 


: feel 


re side 


sedere, sessum 


: sit 


re sidue 


sedere, sessum 


: sit 


re sign at ion 


1 signum, signi 


: mark 


re sist ance 


stare, statum 


: stand 


re sol ut ion 


solvere, solutum 


loose 


re solve 


solvere, solutum 


■ loose 


re son ant 


sonare, sonitum 


: sound 


re spect able 


specere, spectum 


: see 


re splend ency 


splendere, splenditum 


: shine 


re spond ent 


spondere, sponsum 


: promise 


re spous ible 


spondere, sponsum 


: promise 


re stit ut ion 


stare, statum 


: stand 


re st ive 


stare, statum 


: stand 


re strain 


stringere, strictum 


: strain 


re strict ion 


stringere, strictum 


: strain 


re suit 


salire, saltum 


: leap 


re su mpt ion 


emere, emptum 


: buy 


re sur recfc ion 


regere, rectum 


: rule 


re sus cit ate 


ciere, citum 


: rouse 


re tent ive 


tendere, tensum or tentum 


: stretch 


re tic ent 


tacere, tacitum 


: be still 



reti cle 
reti cule 
re tort 

re trib ut ion 
retro grade 
retro spect 
re veal 
re vel at ion 
re Tenge 
re venue 
re vere 
re verend 
re ver enti al 
re verse 
re vers ion 
re vert 
re view er 
re vis ion 
re Vive 
re voc at ion 
re voke 
re volt 
re volve 
rlieumat ism 
rhomb oid 
ridicul ous 
rig idi ty 
rig or ous 
rip ari an 
ris ible 
riv al ry 
rivu let 
Rom an 
rose ate 
ros ette 
rota ry 
rotundi ty 
roy al ty 
rudi menta ry 
rudi ment s 
r ul able 
r ule 
rumin ant 
rumin ate 
rur al 
rust ic 
rust ic -ate 

Sacchar ine 
sacchar oid 
sacra ment 
saf est 
sagaci ty 
sala ry 
sali ent 
sal ine 
sail y 
salubri ty 



WORK-BOOK OF ETYMOLOGY. 

^ rete, retis 

rete, retis 

torquere, tortum 

tribuere, tributum 

gradi, gressus 

specere, spectum 
1 velum, veli 

velum, veli 

vindicare, vindicatum 

venire, ventum 

vereri, veritus 

vereri, veritus 

vereri, veritus 

vertere, versum 

vertere, versum 

vertere, versum 

videre, visum 

videre, visum 

vivere, victum 

voeare, vocatum 

vocare, vocatum 

vol vere, volutum 

volvere, volutum 

rhein 

rhetnbei?i 

ridere, risum 

rJiegeiu 

rhegein 
^ ripa, ripae 

ridere, risum 
^ rivus, rivi 

rivus, rivi 
^ Roma, Romae 
^ rosa, rosae 

rosa, rosae 
^ rota, rotae 

rota, rotae 
regere, rectum 
^ rudis, rudis 

rudis, rudis 
regere, rectum 
regere, rectum 
1 rumen, ruminis 
rumen, ruminis 
^ rus, ruris 
rus, ruris 
rus, ruris 

^ saccharum, sacchari 
saccharum, sacchari 
^ sacer, sacri 
^ salvus, salvi 
^ sagus, sagi 

1 sal, sahs 
saUre, saltum 

■'■ sal, salis 
salire, saltum 

2 salvus, salvi 



355 



net 

net 

twist 

grant 

step 

see 

vail 

vail 

claim 

come 

fear 

fear 

fear 

turn 

turn 

turn 

see 

see 

live 

call 

call 

roU 

roll 

flow 

whirl 

laugh 

shiver 

shiver 

bank 

laugh 

stream 

stream 

Rome 

rose 

rose 

wheel 

wheel 

rule 

raw 

raw 

rule 

rule 

cud 

cud 

country 

country 

country 

sugar 

sugar 

sacred 

safe 

seeing 

salt 

leap 

salt 

leap 

safe 




356 



THE SYSTEM METHOD. 



sal ut ato ry 

salv age 

salv at ion 

san at ive 

sancti fy 

sancti moni ous 

sanct ion 

sanctua ry 

sangu ine 

sani ty 

sapon ace ous 

sarc asm 

sarc ast ic 

sati ate 

satie ty 

satur ate 

savo ry 

s cal d 

scari fy 

scene ry 

sched ule 

Rcbismat ics 

schol ar 

schol ast ic ism 

sci ence 

scintill ant 

sciss or s 

sciss ure 

sclerot ic 

scopt ic 

script ure 

sculpt or 

se cede 

se cess ion 

se elude 

se clus ion 

se crec y 

se cret 

se creta ry 

se Crete 

sect ion 

secul ar 

se curi ty 

sed at ive 

sed enta ry 

sed iti on 

sedul ous 

see d 

se greg ate 

se lect 

selen ite 

semina ry 

senat ori al 

seni or 

seni ori ty 

sens at ion 

sens ible 

sent ence 



salvus, salvi 
salvus, salvi 
salvus, salvi 
2 sanus, sani 
2 sanctus, sancti 
sanctus, sancti 
sanctus, sancti 
sanctus, sancti 

1 sanguis, sanguinis 

2 sanus, sani 

1 sapo, saponis 
^ sarx, sarkos 

sarx, sarkos 
' satis 

sg-tis 

satis 

sapere 

calere, calitum 

skariphaathai 
^ Skene 
1 schede 

schizein 
1 schole 

schole 

scire, scitum 

1 scintilla, scintiUae 
scindere, scissum 
scindere, scissum 

2 skleros 
skoptein 

scribere, scriptum 
sculpere, sculptum 
cedere, cessum 
cedere, cessum 
claudere, clausum 
claudere, clausum 
cernere, cretum 
cernere, cretum 
cernere, cretum 
cernere, cretum 
secare, sectum 

1 seculum, seculi 
1 cura, curae 

sedare, sedatum 

sedere, sessum 

ire, itum 

sedere, sessum 

s4wAN 
1 gi-ex, gregis 

legere, lectum 
^ selene 

1 semen, seminis 

2 senex, senis 
senex, senis 
senes, senis 
sentire, sensum 
sentire, sensum 
sentire, sensum 



safe 

safe 

sound 

holy 

holy 

holy 

holy 

blood 

sound 

soap 

flesh 

flesh 

enough 

enough 

enough 

taste 

be hot 

scratch 

stage 

leaf 

split 

leisure 

leisure 

know 

spark 

cut 

cut 

hard 

scofE 

write 

carve 

go 

go 

shut 

shut 

sift 

sift 

sift 

sift 

cut 

age 

care 

calm 

sit 

go 

sit 

sow 

flock 

gather 

moon 

seed 

old 

old 

old 

feel 

feel 

feel 



WORK-BOOK OF ETYMOLOGY. 



357 



sent enti ous 

senti ment al 

se par able 

se par at ion 

sepulchr al 

sequestr ate 

serp ent ine 

serv ant 

servi tude 

sess ion 

sett le 

seven th 

se ver al 

sever er 

sever est 

severi ty 

sexagen ari an 

sidere al 

side wise 

sign al 

sign al ize 

sign at ure 

simil ari ty 

simultane ous 

singul ar 

skept ic 

skept ie ism 

slave ry 

slep t 

sobrie ty 

soci able 

socie ty 

Socrat ic 

sol ace 

sol ar 

soldi er y 

solid! ty 

solita ry 

soli tude 

solu ble 

s ombr ous 

song ster 

sonor ous 

soon est 

soph ist ic at ed 

soph ist ry 

sorcer er 

south er n 

spars est 

speci fy 

speci ous 

specta cle 

specta cul ar 

spect at or 

spect er 

specul ate 

spher ic al 

spher ici ty 



sentire, sensum 
sentire, sensum 
parare, paratum 
parare, paratum 
sepuUre, sepultum 
sequi, secutus 
Jierpdn 

servare, servatum 
servare, servatum 
sedere, sessiun 

SETTAN 
SEOFAN 

parare, paratum 
^ severus, severi 
severus, severi 
severus, severi 
2 sexaginta 
^ sidus, sideris 

^SID 

1 signum, signi 
signum, signi 
signum, signi 

2 similis, simihs 
^simul 

^ singulus, singuli 
skopdn 
skopein 

1 Slave* 

SLAEPAN 

^ sobrius, sobrii 

2 socius, socii 
socius, socii 

'^ Sokrates 
solari, solatus 

1 sol, solis 

2 solidus, solidi 
solidus, solidi 

^ solus, soU 

solus, soli 

solvere, solutum 
' umbra, umbrae 

SINGAN 

sonare, sonitum 

^SONA 

2 sophos 
sophos 
^ sors, sortis 

1 SUNNE 

spargere, sparsum 

specere, spectum 

specere, spectum 

specere, spectum 

specere, spectum 

specere, spectum 

specere, spectum 

specere, spectum 
^ sphaira 
sphaira 



feel 

feel 

prepare 

prepare 

bury 

follow 

creep 

guard 

guard 

sit 

set 

seven 

prepare 

strict 

strict 

strict 

sixty 

star 

large 

mark 

mark 

mark 

Uke 

together 

single 

view 

view 

Slave 

sleep 

sober 

united 

united 

Socrates 

comfort 

sun 

soHd 

solid 

alone 

alone 

loose 

shade 

sing 

sound 

soon 

wise 

wise 

lot 

sun 

strew 

see 

see 

see 

see 

see 

see 

see 

baU 

ball 



358 



THE SYSTEM METHOD. 



spher oid 
spiritu al 
spleen y 
splend id 
splend or 
splenet ic 
spoli at ion 
sponda ic 
sprigg y 
sputt er 
s quare 
squal oid 
st abili ty 
st able 
stagn at ion 
stai d 
staU age 
st ate ment 
st at iona ry 
st at ist ics 
st at m-e 
steer age 
stiff en 
stif le 
stigmat ize 
stipul at ion 
sto ic ism 
stomat ic 
Strang le s 
stream let 
strenu ous 
strick le 
strict ure 
stubb le 
stud ent 
studi ed 
stulti fy 
stup id 
stygi an 
styl oid 
suavi ty 
sub ac id 
sub alter n 
sub ject 
sub jug ate 
sub junct ive 
sub miss ion 
sub ordin ate 
sub poena 
sub sequ ent 
sub servi ent 
sub sidia ry 
sub sid ize 
sub sist ence 
sub st anee 
sub st anti al 
sub stit ut ion 
subter fuge 



sphaira 

spirare, spiratum 
1 splen 

splendere, splenditum 

splendere, splenditum 
1 &plen 

^ spoHum, spoUi 
1 sponde 

1 SPREC 
SPITTAN 

^ quatuor 

^ squalus, squali 

stare, statum 

stare, statum 
^ stagnum, stagni 

stare, statum 

1 STEAiL 

stare, statum 

stare, statum 

stare, statum 

stare, statum 

STEORAN 

2 STIF 
STIVE 

stizein 
^ stips, stipis 
^ stoa 
^ stoma 

straggein 

^ STREAil 

^ strenes 

STRICAN 

stringere, strictum 

^ STYBB 

studere 

studere 
^ stultus, stulti 

stupere 

stygein 
^ stylus 

^ suavis, suavis 
^ acer, acris 
^ alter, alterius 

jacere, j actum 

jungere, junctum 

jungere, junctum 

mittere, missum 
^ ordo, ordinis 
^poine 

sequi, secutus 

servare, servatum 

sedere, sessum 

sedere, sessum 

stare, statum 

stare, statum 

stare, statum 

stare, statum 

fugere, fugitum 



baU 

breathe 

spleen 

shine 

shine 

spleen 

booty 

offering 

twig 

spit 

four 

shark 

stand 

stand 

pool 

stand 

seat 

stand 

stand 

stand 

stand 

direct 

stiff 

stuff 

prick 

gift 

porch 

mouth 

squeeze 

stream 

strong 

hit 

strain 

stump 

pursue 

pursue 

foolish 

be amazed 

hate 

pen 

sweet 

sharp 

other 

throw 

yoke 

yoke 

send 

order 

punishment 

follow 

guard 

sit 

sit 

stand 

stand 

stand 

stand 

flee 



WORK-BOOK OF KTrMOLOGT. 



359 



sub terrane an 


1 terra, terrae : 


earth 


sub vers ion 


vertere, versum : 


turn 


sub vert 


vertere, versum 


turn 


sue ceed 


cedere, cessum 


go 


sue cess ion 


cedere, cessum 


go 


sue cinct 


cingere, cinctum 


gird 


sue cor 


cuiTere, cursum : 


run 


sue cumb 


cubare, cubitum 


lie 


suf fer ence 


ferre, latum 


bear 


suf fici ent 


facere, factum 


make 


suf fix 


fingere, Actum 


form 


suf foe ate 


1 faux, faucis 


throat 


sug gest 


gerere, gestum 


carry 


suit able 


2 SITIT 


fit 


sulk s 


SEOLCASr 


grow feeble 


su mptu ous 


emere, emptum 


buy 


sundri es 


2 SUNDOR 


separate 


super ab und ance 


1 unda, undae 


wave 


super annu ate 


1 annus, anni 


year 


super cili ous 


1 ciKura, ciUi 


eyelid 


super fici al 


1 facias, faciei 


face 


super flui ty 


fluere, fluxum 


flow 


super in tend 


tendere, tensum or tentum 


stretch 


superior! ty 


^ super 


above 


super lat ive 


ferre, latum 


bear 


super nat ur al 


nasci, natus 


be born 


super nuniera ry 


inumerus, numeri 


number 


super sede 


sedere, sessum 


sit 


super st it ion 


stare, statum 


stand 


super struct ure 


struere, structum 


pile 


super vent ion 


venire, ventum 


come 


super vis ion 


videre, visum 


see 


sup plant 


1 planta, plantae 


sole 


sup pie ment 


plere, pletum 


fill 


sup plicat ion 


plicare, pUcatum 


fold 


sup ply 


plere, pletum 


fiU 


sup pose 


ponere, positum 


place 


sup press 


prcmerc, pressum 


press 


supra orbit al 


^ orbis, orbis 


: ring 


suprem acy 


3 super 


above 


sur face 


ifacies, faciei 


: face 


sur feit 


facere, factum 


make 


sur plus 


^ plus, pluris 


: more 


sur prise 


prehendere, prehensum 


seize 


sur ren der 


dare, datum 


: give 


sur reptiti ous 


rapere, raptum 


rob 


sur round 


^rotundus, rotundi 


round 


sur vey 


videre, visum 


: see 


sur vive 


vivere, victum 


live 


su speet 


specere, spectum 


see 


sus pend 


pendere, pensum 


: hang 


sus pense 


pendere, pensum 


hang 


sus pens ion 


pendere, pensum 


hang 


su spic ion 


specere, spectum 


see 


sus tain 


tendere, tensum or tentum 


: stretch 


sus ten ance 


tendere, tensum or tentum 


: stretch 


sut ure 


suere, sutum 


: sew 


swep t 


swdPAN 


: brush 



360 



THE SYSTEM METHOD. 



sj-1 lable 
syl lab ic ate 
syl log ism 
sym bol ic 
sym metr y 
sym path y 
sym plion y 
sym ptom s 
sya aeresis 
syn agogue 
syn chron ism 
syn cop ate 
sya cope 
sya di'ome 
sya ec doche 
sya od 
syn onym ize 
syn onym ous 
syn opsis 
syn tact ic 
syn tax 
syn thes ist 
sy stemat ic 
sy stole 

Taberna cle 
tabl at ure 
tab le 
tab let 
tabul ate 
tact ici an 
tact ics 
tactu al 
tal ent ed 
tantal ize 
taugli t 
techn ic al 
techn ics 
tecton ic 
tedi ous 
tempera ment 
temjjcr at ure 
temj) le 
temp let 
temper al 
tempora ry 
temper ize 
tempt at ion 
tea able 
ten ant 
teuaci ous 
tend ency 
tene meat 
teata cle 
teat at ive 
tea ui-e 
termia ate 
terrestri al 



larahanein 

lambanein 

legein 

hallein 
^ metron 

2jathei?t 
^ phone 

piptein 

airein 

agein 
1 chronos 

koiJteln 

koptein 
^ dronios 

dklottai 
1 hodos 
^ onorna 

onoma 

op 

tassein 

tassein 

titheiiai 

histanai 

stellem 

1 tabula, tabulae 
tabula, tabulae 
tabula, tabulae 
tabula, tabulae 
tabula, tabulae 
tangere, tactum 
tangere, tactum 
tangere, tactum 

TALAN 

^ Tantalos 

TAECAN 

^ techne 
techfie 

^ tekton 
taedet 
tenineht 
tenuieiti 
temneiu 
temnein 
temnein 
temnein 
temiiein 

tendere, tensum or 
tendere, tensum or 
teadere, tensum or 
teadere, teasura or 
tendere, tensum or 
tendere, tensum or 
teadere, tensum or 
tendere, tensum or 
tendere, tensum or 

^ terma 

1 terra, terrae 



tentum 
tentum 
tentum 
tentum 
tentum 
tentum 
tentum 
tentum 
tentum 



take 
take 



throw 

measure 

suifer 

sound 

faU 

gi'asp 

lead 

time 

cut off 

cut oil 

course 

give 

way 

name 

name 

see 

arrange 

arrange 

set 

set 

send 

board 

board 

board 

board 

board 

touch 

touch 

touch 

bear 

Tantalus 

show 

ai't 

art 

builder 

disgusts 

cut off 

cut off 

cut off 

cut off 

cut off 

cut off 

cut off 

stretch 

stretch 

stretch 

stretch 

stretch 

stretch 

stretch 

stretch 

stretch 

hmit 

earth 



WOEK-BOOK OF ETrMOLOGY. 



361 



terror ism 
tessell ate 
testa ment 
test at or 
test atr ix 
testi mony 
textu ar ist 
text ure 
thef t 
the ism 
therajjeut ics 
therm al 
thieve ry 
th ing 
thimb le 
thinn est 
thorac ic 
tim idi ty 
tinct ure 
tini est 
tint ed 
toler ate 
ton ic 
tonn age 
top ic 
tor ment 
torp id 
torr id 
tortu ous 
tort ure 
tot ali ty 
trace able 
trache al 
tract able 
tract ile 
tra d it ion 
tra it or 
tra mon ine 
tran quili ty 
trans act ion 
tran scend 
tran scribe 
trans fer ee 
trans figur at ion 
trans gress ion 
trans it 
trans ito ry 
trans lat ion 
trans luc ent 
trans mar ine 
trans migr at ion 
trans miss ion 
trans mit 
trans mute 
trans par ency 
trans plant 
trans port 
trapcz oid 



terrere, territum 

'^ tesseres 

^ testis, testis 
testis, testis 
testis, testis 
testis, testis 
texere, textum 
texere, textum 

^ THEOP 

^ theos 
therapeumi 
therein 

^ THEOF 
1 THING 

1 THUMA 

2 THYNNE 

* thorax 
timere 
tingere, tinctum 

" THYNNE 

tingere, tinctum 
tolerare, toleratum 
^ ionos 

1 TUNNE 

^ topika 
torquere, tortum 
torpere, torpitum 
torrere, tostum 
torquere, tortum 
torquere, tortum 

^ totus, totius 
trahere, tractum 

^ trachys 
trahere, tractum 
trahere, tractum 
dare, datum 
dare, datum 

1 mons, montis 

1 quies, quietis 
agere, actum 
scandere, scansum 
scribere, scriptum 
ferre, latum 
fingere, fictum 
gi-adi, gressus 
ire, itum 
ire, itum 
ferre, latum 

1 lux, lucis 

1 mare, maris 
migrare, migratum 
mittere, missura 
mittere, missum 
mutare, rautatum 
parere, paritum 

' planta, plantae 
portare, portatum 

* trapeza 



frighten 

four 

witness 

witness 

witness 

witness 

weave 

weave 

thief 

god 

cure 

warm 

thief 

thing 

thumb 

thin 

chest 

fear 

tinge 

thin 

tinge 

bear 

tone 

tub 

argument 

twist 

be stiff 

parch 

twist 

twist 

all 

di-aw 

rough 

draw 

draw 

give 

give 

mountain 

rest 

do 

cUmb 

write 

bear 

form 

step 

go 

go 

bear 

light 

sea 

move 

send 

send 

change 

appear 

plant 

carry 

table 



362 



TU1£ BYtiTEiM MKTiLOD. 



tra verse 


vertere, veisum : 


treat y 


trahei'e, tractura : 


treuieiul ous 


tremere : 


tremul ous 


tremere : 


trfis pass 


^passus, passus : 


tril) uta ry 


tribncrc, ti'ibutum : 


trinit ari an ism 


5 tres : 


troph y 


irepcln 


trop ic al 


trepein : 


ti-ou ble 


1 tnrba, turbae : 


tru th 


'^TKEOWE : 


tub ul ar 


1 tuba, tubae : 


tu it ion 


tueri, tuitus : 


turn idi ty 


tumere : 


turnultu ous 


tumere : 


turbul ent 


^ turba, turbae : 


typh oid 


typhein : 


typ ic al 


typtein : 


typi fy 


typtein : 


tyrann ic al 


^ tyrannos : 


tyrann ize 


tyrannos : 


Ultira ate 


^ulter, ultri ; 


umbr age 


^ umbra, umbrae : 


urnbr age ous 


umbra, umbrae : 


un ac cept ilile 


capere, captmn : 


un ad vis ed 


videre, visum : 


un clean 


2 CLAENE : 


uuct ion 


ungerc, unctum : 


under cloth es 


^ CLaDU : 


under ling 


•'UNDEU : 


under sell 


SELLA N : 


under wood 


^ wuDU : 


un do 


Don : 


und ul ate 


* uuda, undac : 


un pre par ed 


parare, paratum : 


un riv all ed 


^ rivus, rivi : 


un true 


2 TKEOWE : 


un wind 


■WINDAN : 


us age 


uti, usus : 


ut ili ty 


uti, USU3 ' : 


utt er 


^UT : 


Vac ancy 


Vacare, vacatum : 


vac at ion 


vacare, vacatum : 


vagari es 


^ vagus, vagi : 


vagr ant 


vagus, vagi : 


vale tud in ari an 


Vaiere, valitum : 


vali ant 


valere, valitum : 


val idi ty 


vaiere, valitum : 


val or 


valere, valitum : 


valu able 


vaiere, valitum : 


vanqu ish 


vincere, victum : 


variol oid 


^ varius, varii : 


vehi cle 


vebere, veetum 


ven al 


*vena, venae : 


vend er 


vendere, venditum : 


venge ance 


vindicare, vindicatum : 



turn 

draw 

trcimble 

tremble 

step 

grant 

three 

turn 

turn 

crowd 

faithful 

pipe 

see 

swell 

eweU 

crowd 

smoke 

beat 

beat 

ruler 

ruler 

beyond 

shade 

shade 

take 

see 

fair 

smear 

cloth 

below 

sell 

wood 

do 

wave 

prepare 

stream 

faithful 

tm-n 

use 

use 

out 

be emjity 

1)0 empty 

roving 

roving 

be strong 

be strong 

bo strong 

bo strong 

be strong 

conquer 

various 

carry 

vein 

sell 

claim 



vent 11 ate 
vent ure 
vcut ure some 
veracl oils 
vcracl ty 
verb al 
verb OHO 
vorg Ing 
vcr It able 
vcri ty 
vers at, ill ty 
verB ion 
vert ic al 
vesl clo 
vest uro 
veter an 
veto ed 
vex at ion 
vie ar ago 
vicini ty 
Vict or 
victo ry 
vig il ant 
vig or OU8 
vill aia 
vindie ate 
viol at ion 
viol ent 
viru lent 
vis age 
vis ion 
vis iona ry 
vis it ant 
vit al 
viti ate 
vitre OU8 
vitri fy 
vivaci ty 
viv id 

voc abula ry 
voc al 
voc al ize 
vol at ilc 
vol it ion 
vol uble 
volunta ry 
volunt cc.r 
V(jlU])tU ous 

voraci ous 
voraci ty 
vota ry 
vulgar ism 
vulncr able 
vultur iiie 

Wadd Ic 
wage 8 
wagg Ic 



WORK-BOOK OF ETYMOJAJUV, 



^ vcntus, vcnti 
venire, ventum 
venire, ventum 

^ verus, veri 
vi'i'iiK, vori 

' verbuoi, vcrl)i 
verbum, vi'vlii 
vergere, verKum 

" vcruB, vcri 
veruH, veri 
vertere, versum 
vertere, versum 
vertere, versum 

^ vesica, vesicae 

^vcstls, VCBtiS 

^' vetus, veteris 
vetere, vetitum 
veliere, veetum 

^ vicis, vicis 

^ vleus, vici 
vlncerc, victum 
vincere, victum 
vigcre, vigitum 
Vigere, vigitian 

^ vicuB, vici 
vindicarc, vindicat 

^ vis, vis 
vis, vis 

^ virus, virl 
vidcre, visum 
videre, visum 
vidcre, visum 
videre, visum 
vivere, victum 

* vitium, vitii 

* vitrum, vitri 
vitrurn, vitri 
vivere, victum 
vivere, victum 

1 vox, vocis 
vox, vocis 
vox, vocis 
volare, volatum 
velle 

volvc^re, voliituni 
vcllc 
Vcllc! 
vciie 



363 



urn 



vorare, voratum 

vorare, voratum 

vovere, votum 

^ valgus, vulgi 

^ vulnus, vulnuris 

^ vult.ur, vulturis 



wind 

come 

come 

real 

real 

word 

word 

bend 

real 

real 

turn 

turn 

turn 

bladder 

garment 

old 

forbid 

carry 

change 

village 

conquer 

conquer 

be lively 

be lively 

village 

claim 

strength 

strengtti 

juice 

see 

see 

see 

see 

live 

fault 

glass 

glass 

live 

live 

voice 

voice 

voice 

fly 

wish 

roll 

wish 

wish 

wish 

devour 

dc^vour 

vow 

|)(!0ple 

wound 

vulture 

plwlge 
carry 



364 



THE SYSTEM METHOD. 



wagon age 
wann ish 
war like 
warm th 
weal th 
weal th y 
Wesley an 
wheat en 
whip ster 
wid th 
wild er ness 
wild est 
WiU y 
wind ward 
with hold 
Tvith stand 
wit ness 
wiz ard 
woK ish 
wood en 
woul d 
WTink le 

Xiph Did 

Yellow s 



waGAi^ 

2 WANN 
WEBRAN 

2 WBAEM 

3 WBLA 
WELA 

1 Wesley * 

1 HWAETE 
HWEOPIAN 

^ WID 

2 WILD 
WILD 

iWiU* 

aenai 

HEALDAN 
STANDAN 
WITAN 

^WIS 

1 WTJLP 

1 WDDU 
WILLAN 
WEINGAN 

^ ziphos 
^ gelu 



bear 

pale 

mix 

warm 

well 

well 

Wesley 

wheat 

whip 

wide 

wild 

wild 

wm 

blow 

hold 

stand 

know 

wise 

wolf 

wood 

will 

wring 

sword 

yeUow 



Zeal ous 
zodi ac 



1 zelos 
^ soon 



zeal 
animal 



English Grammar. 

No Science System Known. — We have seen what is the 
lacking guide, and how invahiable it is, in learning orthography; 
we shall now hurriedly consider how "dreadfully defective" our 
teaching of grammar is. Think, then, of what little value a pupil's 
knowledge of the globe, or earth, whole would be, if, after complet- 
ing his study of the parts ; viz.. North America, South America, 
Atlantic Ocean, Europe, Asia, Mediterranean Sea, Indian Ocean, 
Australia, Pacific Ocean, Antarctic Ocean, Arctic Ocean, Greenland, 
plains, mountain systems, river systems, he has no conception of 
what these parts would form, taken all together ! If, after finish- 
ing his study of continent, island, ocean, sea, lake, plain, mountain, 
river, etc., the student knows not what the ensemble of these parts 
is like ; especially if he does not know that this continent, island, 
ocean, etc., are parts of some whole, — worse than not knowing that 
taken together they form a globe, — if such student should lay claim 
to rational knowledge of these subjects, all would laugh at his folly. 
For to study what are the parts of a globe whole, and yet obtain no 
idea that such whole exists, would be equaled only by the efficiency 
of that study, which, when finished and made perfect, knows not 
whether the whole to which the liver belongs is animal or algebra ! 
nay, knows not whether the whole in fact exists ! A student who, 
after "thoroughly " investigating the subject of livers, is unable to 
tell of what whole the liver is a part, is to be degraded with that 
ignoramus who knows not what the liver is — organ, plant, or 
ammal. 

Putting yourself in the place of a student of the globe who 
knows scarcely anything of the subject, imagine yourself to be 
learning the earth-globe (a subject supposed to be to you almost 
wholly unknown) precisely as students ordinarily study and learn 
English grammar, ^. e., by studying each part separately and never 
detecting what the whole is like, neither student nor teacher fancy- 
ing that a grammar whole has any existence ! Remember that, as 
a student, you are never to learn or detect the things I give you to 

[365J 



366 THE SYSTEM METHOD. 

study to be parts of any whole, but merely to be separate things. 
Acthig as your teacher, I now give you a book definition of North 
America, Indian Ocean, and Europe, which you either memorize or 
" get in substance ; " just as teachers of grammar ordinarily give 
their pupils book definitions of noun, name, adjective, etc., to be 
committed in word or in substance, the examples of the book being 
supplemented by others given by the teacher. At a second lesson, 
given the next day, I direct you again to get what the book says 
about South America, Greenland, Mediterranean Sea, etc.; just as 
teachers of grammar direct their pupils to get what the book says 
about pronoun, verb, preposition, etc., the book and the teacher 
citing examples. A third day, you are directed to get what the 
author says about Pacific Ocean, Africa, Australia, Arctic Ocean, 
etc., and review the portion of the book already "gone over;" 
just as students of grammar are directed to get what the author 
says of conjunctions, adverbs, interjections, etc., and review the 
preceding pages already "gone over." A fourth day, the same 
work or farce of getting " what the book says," is continued ; and 
so on through the " complete course." 

And now mark that, though through, you are not to know that 
f^uch North America, Indian Ocean, South America, Greenland, 
Mediterranean Sea, Africa, Asia, Pacific Ocean, Arctic Ocean, and 
Australia are parts of one whole ; just as students having " com- 
pleted" grammar do never know that such noun, name, pronoun, 
adjective, adverb, verb, preposition, etc., are parts of one whole ! 
You are not even to know that any earth whole exists — not to 
know that there is an earth ! precisely as students of to-day do 
everywhere finish their grammatical study without knowing that 
there is such a thing as a science-system whole of grammar. You 
are only to know that you have been studying from a text-book 
about the earth, a thing to you unknown after as well as before 
your study of such North America, South America, Atlantic Ocean, 
Pacific Ocean, etc. You are not only not to know that the earth 
whole is like a globe, but ^''ou are not even to know that such earth 
whole, i. e., globe, has any existence ! as, on all hands, students are 
finishing grammar not only not knowing what the grammatical 
science-system whole is like, but even not knowing that such whole 
has any existence ! Even after finishing your study of the parts, — 
North America, South America, Europe, Asia, Africa, Australia, 
Wilkesland, Greenland, Atlantic, Pacific, Indian, Arctic, and Ant- 



ENGLISH GRAM3IAR. 35^ 

arctic Oceans, plains, mountain and river systems,— even then you 
are to be unable to see how these parts go together to form one 
globe whole ! You are simply to hold them in mind, from " what 
the book said," as parts of nothing ! precisely as students of gram- 
mar, one and all, are utterly unable, after completing grammar, to 
see substantives (nominative, possessive, and objective), adjuncts 
(adjective and adverb), connectives (preposition and conjunction), 
as parts of the grammatical tree-system whole ! and therefore hold 
such parts in mind as parts of nothing— as not parts ! 

But it has been established and put altogether beyond dispute 
that learning is branching. It is therefore incontestably established 
that the result of rationally learning any branch is a branch {or 
tree) of that branch. But if efficient learning is branching, i. e., 
building the grammatical materials into a branch, behold how 
efficient must be the knowledge of our students, who, after having 
done the branch-building, know not what the branch built is like ; 
who know not even that such a thing as a grammar- branch whole 
has any existence 1 How mighty would be the power of the 
knowledge of that graduate, Avho, having engaged for one year in 
building, i. e., making, small globes out of miniature North Amer- 
icas, South Americas, Europes, Asias, Atlantics, Pacifies, Appalach- 
ians, Cordilleras, Alps, and Himalayas, Mississippies, Amazons, 
Danubes, Ehines, Eiles, Gangeses, etc., etc.,— how mighty would 
be his knowledge of globes, if, after finishing his industrial course 
in making such email globes, he knew not what a whole globe is 
like ! What, then, shall we praise in the learning of our own stu- 
dents of grammar, who, after having finished their branching, i. e., 
branch-making, know not what the grammar branch is like,— nay, 
who know not of the existence of a grammar-branch whole ! It is 
of this species of learning or understanding that it is written, as the 
author supposes, " I will destroy the wisdom of the wise, and bring 
to nothing the understanding of the prudent." 

If learning is branching, it is as plain that perfect learning must 
result in a branch of the branch studied (branched) as that perfect 
copying of any copy must result in a cojoy of such copy. Learning 
is branch-building. What, then, is that learning worth, which, 
when finished, knows not v/hat the branch built is like ! If learn- 
ing small globes were exclusively making such globes of miniature 
continents, islands, oceans, seas, rivers, mountains, etc., what would 
that knowledge of such globes be worth in the case of a student 



368 THE SYSTEM METHOD. 

who, after finishing his course in making these parts into globes, 
knows not that they may be put together to form a globe ! What 
is that copying worth, which, when finished, knows not what the 
copy made or finished is like ! Judge, then, what that learning, or 
branching, of English grammar is worth, which, when finished, 
does not know what the grammatical organism to be made in 
learning is like ! not even that such branch or whole of grammar 
has an existence in the likeness of known thing ! 

Every penman knows that just to that proportional degree of 
clearness in which the learner of writing sees his mental copy to 
be produced in ink, just to that extent can he do perfect writing or 
copying — ^just to that extent is his learning of any value. How 
evident, then, that just to that proportional degree of cleai-ness in 
which branching-learner sees the mental copy, or organism, to be 
branched, just to that extent can he do real branching, or learning 
— just to that extent is his learning, or organizing work, of any 
value. Would you commend the education of a doer of writing 
copy who has no mental picture of the written copy, who knows 
not what such written copy is like, and who is therefore utterly 
unable to do, i. e., write, any such copy? — Certainly not. Would 
you commend the education of a doer, i. e., maker, of globes who 
has no mental picture of the thing made, wbo knows not 
what such manufactured globe is like, and who is therefore utterly 
unable to do, i. e., make, any such globe? Certainly you would 
not commend a pupil so meanly educated in globe-making, even 
though you yourself had been his teacher. But I have shown that 
learning the science of grammar is but the copying of the gram- 
matical branch — but the branching of its parts into a branched 
or organized whole. Would you, then, commend the education of 
your own pupils, student-doers or makers of the grammatical 
branch, who nevertheless have no mental picture of the branch to 
be made or done — who know not what such branch is like, and 
who are therefore utterlj^ unable rationally to do, or branch, such 
branch ? 

Yet once more mark : all educational authority teaches that 
rational learning is making, or building, wholes out of parts. To 
learn Chicago is to associate buildings, streets, parks, drives, lake, 
railways, etc., in one whole, — to associate these parts in such way 
as to render them one organized whole. To learn the earth-globe 
is to associate continent, island, ocean, sea, gulf, lake, river, mount- 



ENGLISH GRAMMAR. 369 

ain, plain, etc., as mutually related parts of one whole — the globe 
which we inhabit. To learn the United States topography is to 
associate the Mississippi System and the Gulf with the St. Law- 
rence System and the great lakes ; the Appalachians with the 
Eocky Mountains, the Atlantic with the Pacific slope j Indiana 
with Ohio, Kentucky, Illinois, and Michigan ; Indiana with the 
Middle States; Indiana with the whole United States; etc., etc., 
each part being associated with every other part and with the con- 
stituted whole ; so that no part is contemplated as separate, but as 
necessarily associated with other parts with which it forms a nat- 
ural Avhole : just as the eje, the hand, and the backbone are not 
contemplated as things wholly disconnected, but as necessarily 
associated with head, arm, and body respectively — parts with 
which eye, hand, and backbone unite to form a natural whole. To 
learn the anatomy of man is to associate cell-parts to form tissue 
wholes, — fibrous, connective, adipose, cartilaginous, osseous, muscu- 
lar, and nervous ; again to associate such tissue-parts to form 
organ wholes, — finger, hand, arm, eye, brain, stomach, nervous 
ganglia, etc. ; and finally, to associate such organs as mutually 
dependent parts of the great whole, or unit man. And so in all 
learning. And thus, to learn orthography is to associate the parts 
aspirate, aphthong, sonant ; subvocal, vocal (simple and compound) ; 
abrupt, continuant, coalescent ; labial, dental, palatal, guttural, — to 
learn the science system of oi'thography is to associate, organize, 
or branch, these parts into such unity that ever afterward no part 
will be contemplated as separable, but necessarily as branched, 
organized, or associated with other parts with which it naturally 
unites to form a system whole. (See these orthographic parts thus 
organized into tree unity, page 202. See also the grammatical- 
system parts so branched together in one unit whole, page 494.) 

Since the vitality of learning is measured by, and corresponds 
precisely to, the vitality of the mental connection made between 
part and whole, how important, how indispensable, that learner 
acquire a clear conception of what both whole and part are ! The 
merchant tailor knows that without first measuring to obtain his 
plan, he cannot fit or suit his customer ; but behold what sort of a 
merchant tailor is he, who, after finishing his apprenticeship, has 
no mental conception of what the whole of a suit of clothes is like ! 
who, having absolutely no idea what the whole is like, is as likely 

to fit coat-sleeves to the ends of the pantaloons-legs as elsewhere, 
24 



370 THE SYSTEM METHOD. 

working without mental idea or plan of what he is making ! who 
would be as likely to attach pantaloons-legs themselves to the arm- 
holes of coat or vest, as to fit them properly together, since he has 
no idea of how the parts combine to form a complete whole ! See, 
then, what sort of a learner (brancher) he is, who, after finishing 
his apprenticeship, or " course," in the school-room, in the study of 
orthography and grammar, has no idea of what the wholes, or 
science systems, of these branches are like ! who, having absolutely 
no idea what the whole is like, is quite as likely to call orthography 
the science of spelling as to call it what it is — the science or system 
of the letter ; who knows not whether grammar is the science of 
the word or of the sentence, nor why it is not somehow the science 
of both I 

We can rationally learn clothes-making only by associating 
part with whole; because what is part of some whole cannot be 
understood Avhen there is no idea of what the whole is like. What 
think you of the efficiency of a pantaloons-maker who knows not 
that the two legs of a pair of pantaloons are parts of one whole, 
who could not put such parts together in such way as to form one 
whole pair ! What think you of a globe-maker's knowledge who 
knows not that the little continents, islands, oceans, mountains, 
rivers, plains, etc., are parts of one whole, who could not therefore 
put such parts together in such way as to form a whole globe ! 
What think you of the education of a United States map-maker 
who knows not that Pacific Slope, Eocky Mountains, Mississippi 
Valley, Appalachian Mountains, Atlantic Slope, or New-England, 
Middle-Atlantic, Southern, Central, North-Central, Eocky-Mount- 
ain, and Pacific States, are parts of one whole, and who cannot 
therefore put such parts together in such way as to form one 
whole United States map ! What think you, then, of a learner, 
i. e., branch-doer, or branch-maker, of orthography who knows 
not that aphthong, aspirate, sonant, vocal, subvocal, etc., are parts 
of one whole, and who cannot, therefore, put such parts together 
in such way as to form one whole, or science tree ! What think 
you, still, of a learner of grammar, i. e., a branch-doer, or branch- 
maker, as 1 have repeatedly demonstrated, who knows not that 
fundamental (noun, pronoun, and verb), connectives (preposition 
and conjunction), adjuncts (adjective and adverb), etc., etc., are 
parts of one whole, and who is, therefore, utterly unable to put 
such parts together, *. e., to systematize, organize, or branch, such 
parts in such way as of them to form one whole ! 



ENGLISH ORAMMAB. 371 

If a student who has no conception of what a suit of clothes is, 
cannot make, and does not understand, a suit of clothes ; if a stu- 
dent who has no conception of what w^hole earth-map globes are, 
cannot make, and does not understand, earth-map globes ; if a 
student who has absolutely no conception of what whole United 
States maps are, cannot make and does not understand United 
States maps, judge what must be the depth and breadth of knowl- 
edge possessed by modern students of orthography and gram.mar, 
who know not that aphthong, aspirate, sonant, vocal, sub vocal, etc. ; 
or substantive, verb, adjective, adverb, preposition ; direct object- 
ives, appositive possessives, adjectival participles, substantive 
infinitives, etc., are parts of orthographic and grammatical wholes ; 
who have absolutely no conception of what the organized, system- 
atized, or branched wholes of these two branches are, and who, 
therefore, cannot make, and do not at all understand, these 
branches ! 

It is thus plainly seen that to the making of clothes-suits, geo- 
graphical globes, or United States maps, a clear mental conception 
of what the whole is like is absolutely indispensable. And since 
learning is branching, — since learning grammar is branching that 
branch, — judge as best you can, with your own very vague knowl- 
edge of such whole, how incalculably serviceable such tree whole is 
in learning (branching) grammar. I need not again refer to the 
absolute necessity that the builder, or maker, of houses have, at the 
outset of his work, a mental conception of what a whole house is ; 
nor to the plain fact that a maker of copies, i. e., a writer, cannot 
possibly make, or write, a genuine copy unless he has previously 
acquired a definite mental conceptioi^ of what he is to write, i. e., 
reproduce from mind or habit. If learning is branching the parts 
into a branched or tree whole, as I have demonstrated by showing 
that all thinking thinks particular into a branched class, and as the 
drift of authority unwillingly teaches, the use of a branch or tree 
map is as necessary in teaching grammar, orthography, capital 
letters, rules for spelling, botany, etymology, etc., as the use of a 
United Slates map is in teaching the surface, the river, mountain, 
and railroad systems, the groups of States, etc., of which the United 
States is composed. Since grammar as a whole is grammar as a 
tree, the grammar tree is as necessary in real learning of grammar 
as is a United States map in learning the United States ; for a 
branch map must be equally indispensable in learning unknown 



372 THE SYSTEM METHOD. 

branches, with a surface-and-political map in learning the unknown 
surface and political diviyions of a country. To attempt to learn 
the tree system (science system) of grammar without a tree-system 
map, is as like to Darius Green as to think to learn the political 
system of the United States without such a map ! or to attempt to 
learn the circulatory system without any means of representing 
the relations of heart, lungs, arteries, etc. 

But to hold out that we have mastered orthography when we 
finish it ignorant that the orthographic science system is an ortho- 
graphic tree system, is equal only to finishing the study of the 
United States ignorant that such United States is a political division ! 
or to finishing the stud}^ of the human skeleton ignorant that a 
human skeleton has not four legs, or is not a ghost ! Should the 
schools confer a B. S. or an M. D. on those, who, at the time of 
such conferment, and after their school-guided course of study on 
the political and natural divisions of the earth or on the skeleton, 
knew not what such divisions or such skeleton is like ! as the same 
schools do now confer corresponding titles upon those, who, after 
having completed the orthographic and grammatical tree systems, 
know not what systems such sj'stems are, nor what they are like ! 
there would be an uprising against the schools as great as the land 
is broad, before the desistance of which, both geographical maps of 
such political divisions and physiological maps or charts of such skel- 
eton would be hung on the walls of every school- house in school coun- 
tries. That just such an exigency now exists, — that just such a gen- 
eral manufacturing and hanging up of orthograjihic and grammat- 
ical tree maps is imperatively called for, — is plainly evidenced, not 
only by the unproficiency of " graduates," but likewise by the 
general incompetency of text-books. A few pages only will suffice 
to show that some such knowledge of system is sei'iously needed 
by authors of gTammars. 

The Potential Mood a Blunder.— The fifteen assertions 

here below given are made upon the authority of those authors 
who teach a potential mood, — G-reene, Harvey, Eaub, Clark, Eeed 
and Kellogg, Holbrook, Goold Brown, March, Day, Dr. Morris, 
Dr. Bullions, Murray, Smith, Butler, Kerl, Caldwell, Quackenbos, 
Wells, Fowler, Burt, Lee and Hadley, Hart, Pierce, Bell, Boltwood, 
Tower, Yickroy, Burns, Chandler, Parker, Fox, Weld, Pinneo, 
Kirkham, and others. To these fifteen principles, no exception is 



ENGLISH GRAMMAR. 373 

noted by any author named. From them, therefore, none can 
appeal. Let the reader now give the mtensest attention for just a 
few moments : — 

The Fifteen Assertions of These Grammarians. 

1. Changing the tense does not change the mood. Thus, in both 
/ see and / saw, the verb is indicative, since a mere change in tense, 
as from the present, see, to the past, saw, does not alter, or in any 
way aifect, the mood. 

2. Changing the tense does not change the number. 

3. Changing the person does not change the ease. 

4. Changing the gender does not change the case. 

5. Changing the person does not change the gender. 

6. Changing the gender does not change the number. 

7. Changing the pei'son does not change the tense. 

8. Changing the number does not change the tense. 

9. Changing the number does not change the mood. 

10. Changing the person does not change the mood. 

11. Changing the mood does not change the person. 

12. It is the universal truth, the law and the system, that 
changing one property changes no other property. 

13. Might, could, would, and should are the past tenses, of which 
same words — 

14. May, can, will, and shall are the present tenses. 

15. I will and I shall are indicative. 

16. I would and I should are potential ! 

See the contradiction ; for assertion 1 says, Changing the 
tense (as from will to vjould, or from shall to should) does not 
change the mood. On the other hand, assertions 14 and 15 say, 
Changing the tense (as from will to loould, or from shall to should) 
does change the mood — from the indicative to the potential ! 

Now this is a very shameful contradiction, which no teacher 
ought to hesitate to condemn, — shameful because, by its like, hun- 
dreds of boys and girls that ought to be, and otherwise would be, 
good students, are yearly driven into hatred of grammar and thereb}^ 
into repugnance for other branches. " If in I see, the present see 
is indicative, then in / saw, the past saw must be also indicative, 
since it is but the past of which see is the present tense" — so de- 
clare the grammarians to-day. " If in J s7ia^^ the present shall is 
indicative, then in / should, the past should must be also indicative, 



3Y4 ^^^ SYSTEM METHOD. 

since it is but the past of which shall is the present tense " — so 
mock the truth and the school-children. 

Would Make the Verb Belong to the Mood!— i. A 

mere tyro in knowledge-getting knows that the part of an object 
belongs to that object. The ear is part of the man ; hence it be- 
longs to the man. Surely, the man cannot be said to belong to the 
ear by virtue of the ear's being part of the man ! If the ear be 
severed from the man, we sbould say, not that the man is off ! but 
that the ear is off. But that the whole includes the part, and that 
therefore the part belongs to the whole, is a scbolium of exact 
science, and needs not here to be established by any argument. 

2. The merest tyro learner knows also that if can and siccceed 
(in such sentences as / can succeed) are taken together to form a 
potential, they are necessarily parts of that potential so formed. 
Since the potential cannot be the potential of a single word, but 
exists only as it is formed of two words, evidently those two words 
are two parts, of which the so-called " potential " is the whole. 

3. Since (1 .) can and succeed are the parts of which can succeed 
is the potential whole, and since (2.) any part must needs belong to 
the whole of which it is a part, therefore the parts can and succeed 
belong to the potential whole ; which is to say, the verbs (caw and 
succeed) belong to the mood ! But these same authors teach that 
" mood belongs to verbs," not verbs to moods ! because, say they, 
" mood is a property of verbs ! " 

This, too, is a ruinous contradiction, and deserves more than 
the condemnation of teachers — deserves rather the hind hoofs of a 
mule "potentially" to kick it out of the schools. 

Potential's Foundation False. — "But is not can (in / 

ccm go) potential, since it means potency, or power?" — Certainly 
not. The meaning of a verb has nothing to do with its mood. 
Meaning is the shipwreck of grammarians. No grammatical prop- 
erty is founded on meaning, or signification. Signification is the 
province of the dictionary, not of a text-book on grammar. Every 
grammatical property is based on structural change in the words 
as parts of the sentence. \i can (or can love) is potential, "because 
it means potency, or power," then (in God bless you) bless is an " op- 
tative " mood, because it means optation, or a wish ! If can is 
potential, because it means potency, then (in Man must die) must, 
or must die, is a " necessary " mood, because it means necessity! and 



EN0LI8H GRAMMAR. 375 

may, or viay go (in You may now go^, is a " permissive " mood, be- 
cause it means permission ! and ought (in / ought to go) is a " duti- 
ful " mood, because it means duty ! and swim (in / swim) is in the 
" swimming " mood ! because it m,eans swimming ! and so on ad 
libitum. So that if there is in English a potential mood, there are 
also many more — as many more different moods as there are 
English verbs of different signification, which number is about 
eight thousand ! But no grammatical truth is to be established by 
proof '' because it means, or signifies, such and such." The scientific 
answer is. Because it is such and such a structural part of the sen- 
tence whole. 

a y^Q read of the declarative mood, the definitive, the rogative, 
the interrogative, the requisitive, the percontative, the assertive, the 
vocative, the precafive, the deprecative, the responsive, the concessive, 
the permissive, the optative, the potential, the ditbitative, the con- 
junctive, the subjunctive, etc. It is possible for a language to exist 
with a peculiar form for each different mode of expressing the 
action or state ; but no language has so great a number. Grammar 
is concerned only with those moods that are represented by peculiar 
forms." — Noble Butler. 

May, Can, etc.. Usually Indicative. — Error may present 

the same exterior as truth ; and it is often difficult, even for the 
shrewdest minds, to detect the difference. But in all cases there is 
a difference, always a spanless chasm, which a truly scientific 
(system-led) guide will make manifest. But how men who call 
themselves scientists, who boast of driving the- i^bii* of scifiico even 
to the "profound pacific," should toach so ridiculous a blunder as a 
potential mood in English, is hard to guess. Let the reader study 
carefully the English of the following tables ; if he can understand 
it, let him study the Anglo-Saxon also : — 

Conjugation op Can with Anglo-Saxon Equivalent. 

Indicative Mood. Subjunctive Mood. 

PRESENT TENSE. PRESENT TENSE. 

Singular. Plural. Singular. Plural. 

1 I can. 1 We can. 1 I can. 1 "We can. 

2 Thou canst. 2 You can. 2 Thou can. 2 You can. 

3 He can. 3 They can. 3 He can. 3 They can. 

1 Ic can. 1 We cunnon. 1 Ic cunne. I We cunnen. 

2 Thu canst. 2 Ge cunnon. 2 Thu cunne. 2 Ge cunnen. 

3 He can. 3 Hi cunnon. 3 Pli cunne. 3 Hi cunnen. 



376 THE SYSTEM METHOD. 

PAST TENSE. PAST TENSE. 

1 I coiild. 1 We could. 1 I could. 1 We could. 

3 Thou couldst. 2 You could. 2 Thou could. 2 You could. 

3 He could. 3 They could. 3 He could. 3 They could. 

1 Ic cuthe. 1 We cuthon. 1 Ic cuthe. 1 We cuthen. 

2 Thu cuthest. 2 Ge cuthon. 2 Thu cuthe. 2 Ge cuthen. 

3 He cuthe. 3 Hi cuthon. 3 He cuthe. 3 Hi cuthen. 
Imperative Mood. Infinitive Mood. 

[Wanting in both English and [Simple infinitive in Anglo-Saxon, 

Anglo-Saxon.] cunnan. Wanting in English.] 

Participial Mood. 

[Cuthe in Anglo-Saxon. Wanting in English.] 

Partial Conjugation op May, Can, and Must. 

Indicative Forms. Infinitive. Subjunctive Forms. Infinitive. 

PRESENT TENSE, SINGULAR. PRESENT TENSE, SINGULAR. 

Ic maeg, can, mot, lufian. Ic maege, cunne, mote, lufian. 

I may, can, must, love. I may, can, must, love. 

Thu meaht, canst, most, lufian. Thu maege, cunne, mote, lufian. 

Thou mayst, canst, must, love. Thou may, can, must, love. 

He maeg, can, mot, lufian. He maege, cunne, mote, lufian. 

He may, can, must, love. He may, can, must, love. 

/ may love^ then, was written Ic maeg lufian, in which m,aeg is 
the indicative form {of magan, may) and lufian the infinitive. (See 
conjugation of lufian given above.) Thus it is clear that may, here 
used in a principal statement, is the indicative of the old magan, 
while the infinitive, love, is used without the to, just as go is without 
the to in You, will 2)lease go, or as undertake is without the to in He 
dares not tmdertahe it. By turning to " The System Method," No. 6, 
Demonstration X., the reader will observe that the infinitive in 
Anglo-Saxon always ends in an, and no other mood or part of the 
verb has this same ending {an), which belongs to the infinitive 
alone. / can love is, in Old English, Ic can lufian. And the tables 
show that while can is indicative (not potential), lufian is the infin- 
itive verb. But can performs the same office, has the same change 
of form for change of person, in modern English that it had in Old 
English (Anglo-Saxon). He sees the very track itself of the ijidica- 
tive in the st added to can in the second person singular; and, of 
course, he cannot be more likely to be mistaken in his conclusion 
that can is indicative than would he be in his conclusion, that, since 



ENGLISH GRAMMAR. 377 

the river is frozen over, it has been cold. The ice is demonstrative 
evidence of cold ; the st is unmistakable evidence that can is indica- 
tive. (See " The System Method," ISTo. 6, Demonstrations X. 
and XII.) 

An Annihilating Argument. — That st does appear, in 

English, affixed to may, can, might, etc., is known quite as well as 
kthat may is spelled may. That all other verbs (about 8,003) are 
indicatives, when, as sentence parts, they are constructed like verbs 
ending in st with thoih (as, thou walk-st, read-st, etc.), is taught by 
all and denied by none. Therefore, the fact that may, can, etc., are 
also indicatives when so constructed, cannot be questioned. Since it 
is taught by all that there are 8,003 (say) verbs in the English lan- 
guage, every one of which takes the st added, and that 8,000 of 
these verbs are indicative when st is added, it must be conceded 
that 8,003, which includes may and can, are indicative when st is 
added. To assert, as do one hundred grammarians, whose books 
lie before the writer, that out of 8,003 verbs, 8,000 are indicative 
because st is affixed, but that 3 are potential because st is affixed, is 
equal in logic and breadth of learning to asserting that out of 8,003 
deer, 8,000 are quadrupeds because each has four legs, but that 3 
are bipeds because each has four legs ! Thus, no matter in what 
way you look at it, the potential mood can only prove itself to be 
a monstrous absurdity. 

Learner's Process of Work Benighted. — I have now 

shown the potential mood to be false. 1 have not space to show 
how its introduction into grammar vitiates, befogs, benights, the 
whole science system ; but there is another far weightier reason 
for casting it aside. If it is retained in the scheme of grammar, 
we are forced to treat two verbs together, which makes it impossi- 
ble to construct a science system of grammar. If in can go, may 
go, etc., the two words arc not separated, it is impossible to con- 
struct a science system of grammar ; for the . class-branch, or 
science-system, tree of grammar can be constructed on the trunk- 
class word (single word), and on nothing else. Absolutely no sys- 
tem can be constructed on two words taken together. It is words 
(not letters, nor sentences, nor etymons, nor two-word parts) that 
we divide into " parts of speech " and construct into the science sys- 
tem of grammar. It is the class single word (and it can be no other 
class) that we branch into the branches (1) fundamental, (2) con- 



378 THE SYSTEM METHOD. 

nective, (3) accessory, and (4) interjection, and finally into the com- 
plete grammar-system tree. (See the science system of grammar 
so constructed on the trunk-class word, in '' The System Method," 
'No. 20. But if no science system of grammar be constructed, the 
student's process of work in learning (branching) grammar — 

MUST REMAIN TO TEACHERS AND LEARNERS A LOCKED MYSTERY. 

For the learner's process is an up-the-tree process ; and until and 
unless there is a tree, there can be no " up the tree." It is the 
grammar tree that constitutes the learner's perfect instrument, 
and shows what learner's process of work is to be, and what it is 
not to be. So that, if the potential mood and its sort be retained, 
and we accordingly explain two verbs together, because the stu- 
dent's process of work is thereby left locked up, not uncovered, and 
benighted, learners are left to the usual folly of trying to learn 
(branch) the science system of grammar by " getting what the book 
says " ! left to tbe folly of learning to decide and judge by taking 
another's (the author's) decision and judgment ! left to the folly of 
trying to learn to sew by " getting what the book says" about sew- 
ing ! left to the folly of trying to learn to do without doing 1 It is 
not, therefore, after all, the fallacy of the potential mood for which, 
especially, it is to be cast away, but its drunkenness and vice in be- 
nighting the science system of grammar, and thereby distracting 
the learner by depriving bim of the true process of work. For, 
though grammar be gold, if learner have no process of work by 
which to get that gold, grammar can avail the learner nothing. 

The Future Tense a Fallacy.— The object here in attempt- 
ing to break down the commonly-received tense theory, is resolved 
as an example of what will follow in mood, infinite verbs, gram- 
matical number, relative pronouns, cases, and other grammatical 
subjects. If it is proven that current doctrines of mood, tense, and 
case are self- contradictory, it will be presumed that the incompe- 
tency of authors is duo to their ignorance as to what the science- 
system whole of grammar is. 

(a.) Shall and love taken together form a future. — (1.) " The 
future tense of a verb is formed by prefixing shall or will to the 
present tense, or simplest form of the verb." (2.) " If ay, can, will, 
shall, and love are present tenses." These statements, sanctioned 
by all that teach a future tense, will not be controverted by any 
author used in the schools. So far as we know, the wording used 



ENQLISH GRAMMAR. 379 

in the statements does absolute justice to all — to no author any 
violence or perversion whatever. Let the reader labor earnestly 
for one minute only, which shall be ample time to send this ricket}' 
ship of a future tense over the falls of a Niagara, and with it a 
whole ship-load of grammarians. If shall and love are taken to- 
gether to form a future, then, of necessity, each is a part of that 
future. But a child can see that a part of any object must neces- 
sarily belong to that object. That the whole includes the part, is 
a scholium of exact science. The nail is part of the finger, hence 
belongs to the finger. Certainly, the finger does not belong to the 
nail because the nail is a part of the finger ! Such teaching would 
be but nonsense. The foot is a part of the man, hence belongs to 
the man. JSTo sane human being would dispute this plain fact. 
Hence, since the two verbs are taken together, each being a part 
of the future tense, it belongs to the future tense. Of necessity, if 
each is a part of the tense, each belongs to the tense. Now, since 
the verbs belong to the tense, of course the tense cannot belong to 
the verbs ! Since the nail belongs to the finger, of course the finger 
cannot belong to the nail ! But all teach that the tense belongs to 
the verb, not that the verb belongs to the tense ! " Tense belongs 
to verbs," say all ; "verbs do not belong to tense." 

Therefore, we cannot " take the verbs together to form " a tense ! 
for this makes us contradict ourselves, teaching that the verbs be- 
long to the tense, which contradicts the very definition and princi- 
ple of tense, which says that "tense belongs to verbs !" Again, 
who is not astonished that grammarians, foremost among the wise, 
should teach a thing so ridiculous as that because tense belongs to 
verbs, therefore verbs belong to tense ! because the ear belongs to 
the head, therefore the head belongs to the ear ! Worse than 
laughable, the product of the geniuses of a hundred authors ! 

Should Greene, Harvey, Eeed and Kellogg & Co. (in which firm 
let the reader include a hundred silent members, each a great and 
reverend grammarian nevertheless) argue as did Eusebius of old, 
thf.t the earth is uninhabitable on the other side, since, as the head 
would be down, the man would fall off, they could not so grievously 
stultify their reputations as great scientists as they have in declar- 
ing that because tense belongs to verbs, therefore verbs belong to 
tense ! because the chin belongs to the head, therefore the head 
belongs to the chin ! because a man's fingers belong to the man, 
therefore a man belongs to his fingers ! 



380 THE SYSTEM METHOD. 

(b.) Because it means future time. — " But shall love means 
future time. Must it not be, therefore, in the future tense?" — Not 
at all. All truth is organized ; and Ave shall find nothing to be true 
here which we found above to be false. There we found that if 
shall and love taken together form a future tense, then the verbs 
shall and love necessarily belong to that tense ; since they are the 
parts of which the tense formed is the whole. But verbs do not be- 
long to tense. A thing cannot belong to its property, and tense is 
a property of verbs. This is one, here follows another, proof: — 

If shall love is future "because it means future time," then in 
Eussell goes to Europe next year, goes is future " because it means 
future time ! " and had in / ivish I had a part in the play to-night, is 
future " because it means future time ! " and in See that he he there, 
he is future " because it means future time ! " And to continue the 
same kind of argument, in It is they, it is plural because it " means " 
the same as they, which "means " more than one ! and in It is she, 
she is neuter because it "means " the same as it, which is neuter ! 
And so on, with more nonsense, if we call things by their right 
names, than could be seen in a week in an asylum of lunatics. No 
grammatical proof can be sustained by proof because it means such 
and such a thing. JSTo grammatical property can be based on syn- 
tactical signification. The scientific answer is, " Because it is such 
and such a striicture.^^ 

(c.) We might occupy a volume in parading the practical diflScul- 
ties of a future tense in English. If sliall and love, or shall and any 
verb, taken together, form a future, we then have this principle : 
Two verbs, each in the present, when taken together, form a future. 
But all agree that may and love, can and love, etc., taken together, 
form a present. All agree, further, that may, can, will, shall, love, 
are each in the present tense, taken alone. Here, then, is the di- 
lemma : — 

(1.) May and love, taken together, form a present tense "be- 
cause each is present." 

(2.) Will and love, taken together, form a future (!) "because 
each is present." And to repeat the same absurdity — 

(1.) Ca7i and love, taken together, form a present " because each 
is present." 

(2.) Shall and love, taken together, form a future (!) " because 
each is present." 



ENGLISH GRAMMAR. 381 

(d.) " But love (in / love) is present. Now when we add shall 
(thus, I shalllove), do we not change the form of the verb?" A 
lost argument still clings to hope like a drowning man, though 
hope be but a straw. It must needs be seen that Ave do not change 
the structure of a verb by placing another before it. Who does 
not plainly perceive that the form of love is not changed by plac- 
ing sAaZ? before it? It would be more reasonable that an object is 
structurally changed by its shadow! Is the structure or form of y 
changed merely by jjlacing x before it, thus, xy ? 

(e.) " But there is a future time ; is there not, therefore, a fut- 
ure tense to express that time ? " — No ; the present and past tenses 
express future time. What is conceived as future is expressed in 
English by what the grammarians themselves have called the 
"present" and the "past " tenses. All grammarians agree that — 

(1.) "I would go if I could," refers to future time ; and that — 

(2.) While go is of itself a present tense, would and could of 
themselves are past tenses (of will and shall). All grammarians 
agree that — 

(3.) " I might go if I wanted to do so," may refer to future time. 
They all agree further, that — 

(4.) While go and do are present tenses, might and wanted are 
past tenses. So that what are called the " present " and the " past " 
tenses (as well as the so-called "future " tense) often refer to future 
time. Indeed, all references to future time whatsoever are made 
by expressions wholly made up of these "present" and "past" 
tenses combined. Thus (in / will go), either will or go taken alone 
is a present tense (of which words would and went are the corre- 
sponding past tenses). And so (in / may go), both may and go are 
present tenses, though combined they may express future time. 
The error under which the objector labors is his supposition that 
what is called tense in grammar refers to time. True, the word 
"tense," etymologically or historically considered, does mean 
"time;" bu.t thsit thing called "tense" in verbs is not time, but 
merely the continuance or completion of action, as numerous con- 
siderations following will show. (See also the student's work in 
" The System Method," Nos. 19 and 20.) 

The reader should not fail here to perceive that that which is 
called the " future tense " is but a combination of verbs which, taken 
separately, are each in the present, as illustrated above. Thus (in 
/ shall go) either shall ov go taken alone is a present tense, as abso- 



382 



THE SYSTEM METHOD. 



lutely all grammarians agree. Shall and go are the present tenses, 
of which should and went are the pasts. Now, it is because these 
words cannot be taken together (see " The JSTature of Tense " 
and "One Verb Consists of a Single "Word"), but must be taken 
separately j it is because these words must be separated both in this 
so-called future tense and in this so-called potential mood before a 
science system (science-system tree) of grammar can exist ; and it 
is because that, until the science-sj^stem tree of grammar exists, the 
learner's very worldng process (which is an up-the-tree process) is 
impossible, either as guided by the tree itself or by rational pro- 
grams, — it is for these reasons that either the discontinuance or the 
squelching of this system-repudiating farce of calling two words 
not two, but one word, is imperatively called for. 

(f ) Shall and Will are Presents.— The following table is 

taken directly from the "Anglo-Saxon Grammar" written by Dr. 
March, of Lafayette College, than whom there is no higher author- 
ity ; and if it is considered that it is sanctioned by all and not con- 
troverted by any, it will be accepted of necessity : — 

Conjugation of Will with AngLo-Saxon Equivalent. 



Indicative Mood. 



Subjunctive Mood. 



PRESENT 


TENSE. 


PRESENT 


TENSE. 


Singular. 


Plural. 


Singular. 




Plural. 


1 I wiU. 


1 We WiU. 


1 I wiU. 


1 


We WiU. 


2 Thou wilt. 


2 You WiU. 


2 Thou wiU. 


2 


You wiU. 


3 He WiU. 


3 They wiU. 


3 He WiU. 


3 


They wiU. 


1 Ic wille. 


1 WewiUath. 


1 Ic wiUe. 


1 


We willen. 


2 Tliu wilt. 


2 Ge wiUath. 


2 Thu wiUe. 


2 


Ge wiUen. 


3 HewiUe. 


3 Hi WiUath. 


3 He wiUe. 


3 


Hi wiUen. 


PAST 


TENSE. 


PAST TENSE. 




I I would. 


1 We would. 


1 I would. 


1 


We would. 


2 Thou wouldst. 


2 You would. 


2 Thou would. 


2 


You would. 


3 lie would. 


3 They would. 


3 He would. 


3 


They would. 


1 Ic wolde. 


1 We woldon. 


1 Ic wolde. 


1 


W^e wolden. 


2 Thu woldest. 


2 Ge woldon. 


2 Thu wolde. 


2 


Ge wolden. 


3 He wolde. 


3 Hi woldon. 


3 He wolde. 


3 


Hi wolden. 



Imperative Mood. 

Singular. Plural. 
(Anglo-Saxon.) (Anglo-Saxon.) 
1 1 



Infinitive Mood. 

[Simple infinitive in Anglo-Saxon, 
willan ; in English, will.] 



2 Thu wiUc. 

3 



2 Ge WiUath. 
8 



[Wanting in EngUsh.] 



ENGLISH GRAMMAR. 



383 



Will and Shall in Old English. 



Indicative Forms. Infinitive. 

PRESENT TENSE, SINGULAK. 

Ic sceal, wille, luiian. 

Thu scealt, wilt, luflan. 

He sceal, wille, luflan. 

PRESENT TENSE, PLUKAL. 



We sculon, willath, 


luflan. 


Ge sculon, willath. 


luflan. 


Ei sculon, wiUath, 


luflan. 


PAST TENSE, SINGULAR. 




Ic sceolde, wolde, 


luflan. 


Thu sceoldest, woldest. 


luflan. 


He sceolde, wolde, 


luflan. 


PAST TENSE, PLURAL. 




We sceoldon, woldon. 


luflan. 


Ge sceoldon, woldon. 


luflan. 


Hi sceoldon, woldon. 


luflan. 



Subjunctive Forms. Infinitive. 

PRESENT TENSE, SINGULAR. 

Ic scyle, wiUe, luflan. 

Thu scyle, wiUe, luflan. 

He scyle, wille, luflan. 

PRESENT TENSE, PLURAL. 

We scylen, wiUen, luflan. 

Ge scylen, wiUen, luflan. 

Hi scylen, willen, luflan. 

PAST TENSE, SINGULAR. 

Ic sceolde, wolde, luflan. 

Thu sceolde, wolde, luflan. 

He sceolde, wolde, luflan. 

PAST TENSE, PLURAL. 

We sceolden, wolden, luflan. 



Ge sceolden, wolden, 
Hi sceolden, wolden. 



luflan. 
luflan. 



Let the reader examine again the Anglo-Saxon of love as given 
in Demonstration XII. of " The System Method," No. 6 , and note 
that one part of the verb only is spelled with a final an, and that 
that part is the present tense of the infinitive. I shaUlove^rJc sceal 
lufian, of which lufian=ilove, both being 'present tenses. ]S[either is 
it questioned by any that either lufian or love is a pi^esent tense ; 
for either is the " simplest form" of the verb, which by definition 
and the universal teaching is the present tense. Evidently neither 
loved nor loving, but love, is the present tense, or " simplest form ; " 
for either loved or loving has something added to love. Now ob- 
serve that sceal is a present. But it is nowhere disputed that shall 
(=sceal) of itself is a present ; nor is it by any taught that shall is 
a future. "We have then distinctly before the mind these items of 
fact-matter, concerning which there is no dispute : — 

(1.) Love, by itself, is a present, since it is the " simplest form." 
(2 ) /Shall, by itself, is a present, since it is the " simplest form." 
Give attention : no word can be both a present and a future at 
the same time. Since love and shall are both presents, neither can 
be a future. There are here only two verbs, each of which is a 
present ; therefore there can be no future here. But if in shall love 
there is no future, there is no future in English. Let the reader 



384 THE SYSTEM METHOD. 

now ponder where the proof (that there is no future tense) here 
offered, though simple, is not perfect. It is the simple or element- 
ary things which we do not understand. 

THE CORRECT THEORY OF TENSE. 

In the two articles already written it was easily and thoroughly 
demonstrated that either a potential mood or a future tense in Eng- 
lish is a fallacy. Let it now be shown what the correct doctrine 
of tense is. 

(a.) Structure is thejbasis of every grammatical property. In 
any language not having a change of form to mark the action ex- 
pressed by the verb as continued or completed, there can be no such 
thing as tense is in English. 

(b.) Tense defined. — That property of the verb that certifies 
whether the action is begun and finished, or only abiding. 1. The 
present (or imperfect) is that form used to represent the action as 
unended and abiding in fact. It is the simplest form of the verb. 
Thus, in God is wise, the present is represents the wisdom of God 
to be unended and to abide in fact. So in Goldsmith writes excellent 
poetry., the present writes certifies, not that the action abides yet, 
but that the fact yet abides. Again, in Mr. Russell goes to Chicago 
next week, goes certifies, not that the action is now going on, but 
that the fact of his going now abides. 2. The past (or perfect) is 
that form of the verb which represents a real or supposed event as 
ended and completed. In the sentence, " God created the world," 
the past (or perfect) tense created shows the act of creating to be 
ended and completed. 

(c.) The present is the simplest form, or root-form, of the 
verb, and may always be known (except in the participial mood) by 
its taking to before it as a test ; as, to love, to eat. We can write 
or spell to love, but not to loved ; to drink, but not to drank ; since 
neither loved nor drank will justify with to. 

(d.) The past tense of regular verbs may be known by an 
added ed to the present (or imperfect) ; thus : — 



Present (or Imperfect) . 


Past (or Perfect) . 


Present (or Imperfect). 


Past (or Perfect). 


Trust 


Trusted. 


Drop 


Dropped. 


Hope 


Hoped. 


Carry 


Carried. 



E is first dropped from hope, by the rule of spelling for final e, 
then ed is added. In drojjped, IhQp is doubled by the rule of spell- 



ENGLISH GRAMMAR. 385 

ing for final consonants, when the ed is added. When ed is added 
to carry, y is changed to i by another rule for spelling. 

(e.) The nature of tense. — A mistake is often made in confus- 
ing the tense of the verb with the time of the sentence. In tense, 
as elsewhere in grammar, form or structure is the base of classifica- 
tion. Prom the list of irregular verbs sanctioned and taught by all 
writers on grammatical and philological science, we make up 
the following table : — 



Present (or Imperfect). 


Past (or Perfect). 


Present (or Imperfect) . 


Past (or Perfect), 


wm 


Would. 


Can 


Could. 


Shall 


Should. 


Have 


Had. 


Love 


Loved. 







This table, the reader will at once perceive, does absolute jus- 
tice to all — to no author any violence or perversion whatever. 

The inquiry now is, Upon what principle is had put in the 
past tense? Let the student be wide awake while he contemplates 
these three sentences : — 

(1.) I had a pen yesterday. 

(2.) If I had a pen now, I would write. 

(3.). I wish I had a part in the play to-night. 

It is evident that since these three words had are of the same 
tense, the thing called " tense " in the fii'st, is identical with the 
thing called ''tense" in the second or third. The tense, then, is 
the thing in which the three words are identical. Now in what 
are they identical ? Not in signification as to time ; for the first 
signifies past, the second present, and the third future, time. Tense 
here, then, cannot be signification, or meaning, as to time. 

Since, then, the tense must be the thing in which the three 
words are identical, and they are not identical in signification as 
to time, the tense, here at least, cannot be signification as to 
time. But in what are these three words identical? — In one 
thing evidently, — their form and signification as to the completion 
of the action. The three words are identical in spelling, or form, 
and in the fact that each denotes completed action, real or supposed. 
And the just conclusion is : Tense is a form used to certify the 
action, real or hypothetical, as continued or completed ; or, tense 
is that property of the verb which certifies whether the action is 
represented to be completed or only abiding. 

(f.) Contradictions. — If, in the first sentence above, we ask 
why had is in the past tense, form answers. Because it is in the 
25 



386 TUE SYSTEM METHOD. 

past form or spelling, which denotes completed action ; but mean- 
ing, or signification, as to time, says, Because it denotes past time. 
If, then, we ask in the second why hadis in the past tense, form 
again answers (consistently), as before, Because it is in the past 
form or spelling, which denotes completed action ; while meaning 
stultifies herself by contradicting her former answer thus, Because 
it denotes present time ! Thus does the doctrine that tense is time 
(or indicates time) put one word in the past tense because it does 
mean, or signify, past time ; and another it puts in the past tense 
because it does not mean, or signify, past time. 

Like this is the science and philosophy that a chicken is a biped 
because it has (sic) four legs ! while man is a biped because he has 
not four legs ! A '-past tense" in English denoting past time has 
the same sort of an existence as has a triangle with but two sides. 

Had is in the perfect tense in each sentence, as all agree ; 
not because in each it denotes past time, but because it is that form 
of the verb which indicates completed action, which form is prop- 
erly called the perfect form. 

(g.) Structure the base op classification. — We study to avoid 
error. Error is to be shunned, contradictories exposed if necessary. 
The following parsing quoted from a modern English grammar, and 
sanctioned by Goold Brown, W. D. Whitney, Thos. A. Harvey, 
S. S. G-reene, Eeed and Kellogg, and others, advertises a very 
strange contradiction, which we have hesitated to publish, o.ily 
because in it is worse than what, to children even, would be egre- 
gious folly and offense : — 

" The pupils certainly did succeed well in the effort. 

" Did succeed=^a, verb, regular, intransitive, emphatic style, 
active, indicative, past, 3d, plural, agreeing with its subject j9^<;j(3^Zs." 
Thus, in emphatic language did succeed is declared to be a " reg- 
ular " verb in the " past indicative." But grammarians agree that 
<' a regular verb forms the past tense and perfect participle by 
adding ed [some say d or edJi to the present tense." 

Goold Brown's Grammar of Eng. Grammars, p. 331. 

Whitney's Essentials of Eng. Grammar Art. 240. 

Harvey's Practical Grammar, p. 68. 

Greene's Elements of Eng. Grammar, p. 54. 

Eeed and Kellogg's Higher Lessons in English, p. 144. 

Holbrook's Complete English Grammar, sections 379 and 1139. 



ENGLISH OBAMMAE. 387 

Then, removing the ed, which is " added to the joresent tense" 
to form the " past indicative," did succeed^ we have left did succe 
for the present tense ! Let neither teacher nor student fail to get 
the specific truth here demonstrated ; namely, that if did succeed is 
properly parsed as a " verb, rcgulai', . . . indicative, past," as all 
these authox"ities actually parse it, then did succe is the present 
tense ! That just such practical absurdities as this should be 
taught for science and be defended by any, baflSes the power of 
mind to believe. Give ear : you must study all books, not, surely, 
to disbelieve their contents, but yet to be forced to belief 

(h.) One verb consists of a single word. — Did succe cannot be 
the present tense ; hence, did succeed cannot be parsed as " a verb, 
regular, . . . indicative, past." And this fact ought to be seen 
upon the very face of the phrase did succeed ; for all agree that it 
is words that are distributed into " pai-ts of speech," and not letters 
or pb rases or sentences. Hence every word belongs to some part 
of speech. Hence did, which of itself is a word, is of itself a verb, 
and succeed is another. But one and one are two. Hence did and 
succeed are not a verb, but of necessity two verbs ; and if so, they 
must be parsed as such. Thus completely parsed, they are — 

l)id=Yerh, do, did, done, irregular, past, indicative, intransitive, 
active, 3d, plural, agreeing with the subject pujjils ; and — - 

jSucceed=Y erh, succeed, succeeded, succeeded, regular, present, 
infinitive, intransitive, active, complement of did. It is easily shown 
that there are many other obstacles absolutely insurmountable, 
which must thwart every effort to parse two Avords as one. 
Thus :— 

1. Bid is one word, while succeed is another. 

2. Did is irregular, while succeed is regular. 

3. Did is past tense, while succeed is present tense. 

4. Did is a finite verb, while succeed is an infinite verb. 

5. Did is indicative, while succeed is infinitive. 

Thus do five additional and cumulative contradictory aspects at 
once appear in bold relief, not one of which can, in justice to the 
truth and the children of the schools, be better named than oppro- 
brium to the science of grammar. These obstacles, worse than dif- 
ficulties or ordinary absurdities, can be obviated and eliminated 
only by treating the two verbs as what they are,— two separate 
and very difi^erent words. And this method of classification, be- 
cause truthful, scientific, and natural, will render the treatment of 



388 THE SYSTEM METHOD. 

all verbs, including infinitives and participles, simple, easy, intelligi- 
ble, and beautiful. 

It is our educational bias, and our possession of error, that 
makes it seem at first possible to explain did and succeed together 
as one verb. How, now, would you explain j) and r (in prime) to- 
gether in one letter? And they differ not in five, but only in three 
respects. Observe that — 

1. While ^? is an aspirate, r is a subvocal. 

2. While 2^ is an abrupt, r is a continuant. 

3. While 2^ is a labial, r is a palatal and a lingual. 
If j9 and r, differing only in three respects, cannot be treated together 
as one consonant, certainly did and succeed, which differ in five re- 
spects, cannot be treated together as one verb ! For both p and r, 
and did and succeed, agree in just two respects ; namely, that p and 
r are both letters, and belong in the sub-class consonant, and that 
both did and succeed are words, and belong in the sub-class verb. 
Hence, \? did and succeed are one verb, p and r are one consonant ! 
If it is absurd to call p and r, which agree in two, and differ in only 
three respects, one consonant, it is just five-thirds times as absurd 
to call did and succeed, which also agree in two, but differ in five 
respects, one verb ! If it is so ridiculous a thing for an author to 
call j!? and r one consonant that the children of the schools would 
laugh him to derision, how much longer will this five-thirds-times- 
more-ridiculous blunder of calling did and succeed one verb, be im- 
posed upon these children by their teachers — their '-professors"? 
What admirable education and " development " this, which, know- 
ing in the uneducated and " undeveloped " child that different 
things are to be learned as different things, — not together in one 
class, — professes (!) in that child educated and " developed " up 
to " professor " that different things are to be learned not as differ- 
ent things, but together as belonging in the same class ! that two 
verbs differing in five respects are to be learned together as being 
entirely like! (See "Learner's Process of Work Benighted," p. 
377.) 

The Cnrrent Doctrine of Case. — Should a man re-assert 

the Ptolemaic theory that the sun, moon, and stars revolve about 
the earth, and that the earth itself is the center of the universe, we 
should all feel a certain commiseration for him, since he Avould be 
seen to have at least the testimony of the senses to establish that 
theory. Should a new Eusebius now arise and argue that the earth 



ENGLISH GRAMMAR. 389 

is uninhabitable upon the other side, since, as the head would be 
down, the man would fall off, we should have no reason to feel as- 
tonished ; for it is the general tendency of the human mind, when 
undisciplined by the study of subjects requiring abstract thought, 
to accept appearances as realities. But that a careful thinker and 
discreet investigator, trained to the method of science, should teach 
such a presumptuous and preposterous contradiction as that the 
property of a thing is identical with a relation of that thing, — that 
"case (a property of nouns and pronouns) is the relation of nouns 
and pronouns to other words," — and that such stupidity should be 
accepted and paraded as science by a hundred " scientists," is not 
understandable. jSTothing can be more certain than that the nose 
is the thing in the nose, or nasal, relation, that the ear is the thing 
in the ear relation, that the tongue is the thing in the tongue rela- 
tion, that the finger is the thing in the finger relation. For could 
the tongue become the ear, and acquire the relations of the ear? or 
could the finger be the thumb, and take the thumb's relation to the 
hand? Just as it is false and laughably untenable to argue that 
the finger could bo the thumb, it is both false and untenable to 
argue that "case is a relation." Here is the proof : substitute in 
the rule, "The subject must be in the nominative, or subjective, 
case," the word " relation " for the word " case," which is allowable 
by the relation theory, which theory assumes that case is relation, 
and the rule then reads, " The subject must be in the nominative, 
or subjective, relation." We now drop nominative, as it means the 
same as subjective, and the rule reads, " The subject must be in the 
subjective relation." Now, in the same way that the tongue is the 
thing in the tongue relation, the subject is the thing in the sub- 
jective relation ; for could a subject be an object ? — ]Srot a whit more 
than the tongue can bo the nose, or the thumb the finger ! 

Since, then, the subject must be the fhinr/ in the subjective rela- 
tion, by substituting, the rule becomes, " The thing in the subjective 
relation must be the thing in the subjective relation ! " The 
reader will now see the specific point ; namely, that to declare that 
the thing in the subjective relation is the thing in the sttbjectlve rela- 
tion, is identical in both science and sense to the miraculous and 
stunning declaration that the subject mzost be the subject! ov, the 
finger must be the finger 1 or, the mustaxhe, the mustache I 

Should Harvey, Greene & Co. (in which firm let the reader in- 
clude a hundred silent members, each a great and reverend gram- 



390 THE SYSTEM METHOD. 

marian nevertheless), argue as did St. Augustine (about 400 A. D.), 
that the earth cannot revolve upon its axis, because, if it did, it 
would upset the milk-pitcher and the water-bucket, they could not 
so grievously stultify their reputations as great scientists, as have 
they in declaring that the subject must be the subject ! the nose 
must be the nose! Especially is it evident that these authorities 
have forever lost their chances for historical glory, when it is seen 
that St. Augustine, though the contempt of history, would be an 
ornament and a good frontispiece to that historical work which 
should put on record the stupendous fact that Harvey, Greene & 
Co., have made the egregious discovery that a finger is a finger ! 

All this from the " interior " point of view ; and while we might 
easily occupy a volume in treating this " interior " synchysis, as the 
necessary and immediate outgrowth of the meaning, or '' vital, life- 
imparting" theory, of classification in grammar, as opposed to the 
consistent and truly scientific doctrine, namely, that fiorm is the 
basis of the science of grammar, we shall only write under this 
heading a single additional evidence that a destructive mildew is 
yet upon the science of grammar as taught in the schools — as 
taught professedly by Reed and Kellogg : — 

*' Those grammarians who attempt to restrict number, case, and 
mood, etc., — what we here call "modifications," — \.o form, find 
themselves within bounds which they continually overleap. . . . 
They tell you that case is a form, and yet insist that nouns have 
three cases, though only two forms ; and speak of the nominative 
and objective case of the noun, 'although in fact the two cases are 
alwaj^s the same in form,' — the two forms always the same in 
fgrm." 

" We know no way to steer clear of Scylla and keej) out of Cha- 
rybdis but to take modification with such breadth of signification that 
it will apply to meaning and to use, as well as to form." 

Thus Eeed and Kellogg would make relation the basis of classi- 
fication in case, since if form be made the basis, and we speak of 
the nominative and objective cases, we speak virtually of two forms, 
and distinguish between them, when really these two "are the 
same in form." 

Let the reader now give the closest attention for a single 
moment, which will be sufficient to show the relation doctrine 
hei'e as elscAvhere to be a transparent fallac3^ 



ENGLISH GEAMiMAE. 391 

1. Because Ave cannot say animate and inaniviate life, does not 
prove that life is not the basis of classification between animate and 
inanimate bodies. 

2. Because we cannot say organic and inorganic organism, does 
not prove that organism is not the basis of classification between 
organic and inorganic bodies. 

3. Because we cannot say simple and compound simplicity, does 
not prove that simplicity is not the basis of classification between 
simple and compound words. 

4. Because we cannot say prohibitory and anti-prohihitory pro- 
hibition, does not prove that prohibition is not the basis of classifi- 
cation between prohibitory and anti-prohibitory parties. 

5. Because we cannot say honest and dishonest honesty, does 
not prove that honesty is not the basis of classification between 
honest and dishonest men. 

6. Because we cannot say sweet and sour sweetness, does not 
prove that sweetness is not the basis of classification between sweet 
and sour foods. And so on ad infinitum. And precisely in the 
same way, — 

7. Because we cannot say nominative and objective form, does 
not prove that form is not the basis of classification between nom- 
inative and objective nouns and pronouns. 

On the other hand, plainly, when the basis of classification is 
form, you could not say nominative and objective form; just as when 
the basis of classification is simplicity, you could not say simple and 
compound simplicity. With simplicity as the basis of the distinc- 
tion, it would be absurd to say simple and compound simplicity. 
With form as the basis of the distinction, it would be absurd to say 
nominative and objective form (this last statement being exactly 
what Reed and Kellogg say about it). Hence our conclusions : — 

1. While Eeed and Kellogg are right in declaring that we can- 
not say nominative and objective for vi% ; 

2. Eeed and Kellogg are wrong in declaring that form is not 
the basis of classification in case. 

Again : who is not astonished that such men as Eeed and Kel- 
logg, instructors in the Brooklyn Collegiate and Polytechnicai In- 
stitute, and authors of " Higher Lessons in English " and other 
books, should affirm that since ybrm is not the basis of classification 
in case, therefore we cannot say nominative and objective form; 
that is, if form is the basis of classification, we can say nomina- 



392 THE SYSTEM METHOD. 

tive and objective form,! that is, if simplicity is the basis of classifica- 
tion, we can say simple and compound simplicity ! or that when 
organism is the basis of classification, we can say organic and inor- 
ganic organism ! or that, when sweetness is the basis of classifica- 
tion, we can say sweet and sour sweetness ! or, still, when honesty 
is the basis of classification, we can say honest and dishonest hon- 
esty ! Who would not prefer the record of St. Augustine with his 
water- pitcher turned upside down by the revolution of the earth 
on its axis, to the record of Eeed and Kellogg, sparkling with 
the beauties of compoimd simplicity, sour sweetness, and dishonest 
honesty ! 

This blind but faithful adherence to such falsities as a potential 
mood, a future tense, or a relation case, can only be explained on 
the "pet bear" theory, or the theory of "traditional authority," 
so admii-ably applied as a scientific excuse for the errors of modern 
scientists by Dr. A. Wilford Hall, author of the renowned "Prob- 
lem of Human Life," probably the most revolutionary work pub- 
lished in a century. 

"A pet bear, it is said, can be so long accustomed to being 
chained to a stake that it will continue to circle in the same beaten 
path without thinking of venturing beyond the limits of its wont, 
even for days after the chain has been removed. There have been 
scientific pet bears in all ages, and I fear the race has not yet be- 
come extinct." 

" An illustration of the force of habit and the influence of tra- 
ditional authority handed down from predecessors, by which we 
are many times led to accept the greatest of absurdities without 
calling them in question, is given in a story told of a certain com- 
mandant of an old fortification somewhere, — in Germany, I think, 
— who, on assuming command of the station, found that every miorn- 
ing and evening, as regularly as the sun rose and set, a soldier was 
stationed as guard, by the subordinate officer, over a certain piece 
of ground near the fort. The commandant, though struck with 
the circumstance, supposed it to be all right, and therefore did not 
require an explanation, but proceeded to attend to his daily routine 
of duties. At length, continuing to observe this singular and ap- 
parently uncalled-for changing of guard, be concluded to inquire 
the cause of so strange a custom ; but on questioning his staff-offi- 
cers they were unable to give him any information upon the sub- 
ject. He then called up an old sergeant, who had been stationed 



ENGLISH GRAMMAR. 393 

at the fort for many years, but his hiquiries met with the same re- 
sult. The sergeant informed his superior that when he came there 
it was customary to place a guard over that .piece of ground every 
morning and evening, and that the sergeant who had preceded him 
for years told him, on being transferred, that it had been the cus- 
tom since his first entrance into the service. 

" At last the commandant began an examination of the records 
kept by his predecessors, when, finally, to his astonishment, he as- 
certained that forty years previous a certain officer in charge of 
this fort had brought his family to reside with him during the 
summer; that for their comfort and convenience he planted this 
patch of ground with cabbages ; and that, some neighboring cows 
being in the habit of breaking into his garden through the fi ail 
fence, he had deemed it expedient to station a guard to keep them 
away ! But notwithstanding the neighboring farm-house, and with 
it the cows, had long since disappeared, and although no cabbages 
or other vegetables had been grown upon this spot of ground for 
forty years, yet the succeeding officers in charge, year after year, 
without inquiring into the reason why, but faithful to the traditions 
of their predecessors, and from the force of habit, and out of respect 
to authority, had continued the practice of mounting guard over 
this vacant cabbage patch, becatise it was customary to do so." 

Other evidences of the incomj^etency of grammar text-books 
will be given incidentally, and where most needed to enforce the 
context. I trust it now appears plain that a fog envelops these im- 
portant subjects of mood, tense, and case, — I do not say that an 
almost distracting confusion does not curse both scheme and ex- 
ecution in many popular text-books. But we are now especially 
concerned with the question whether through the science-system 
tree of grammar such fallacies as the potential mood, the future 
tense, the absolute case, etc., may be avoided or eliminated. If 
they are eliminated by means of the organized tree system of 
grammar, it is logical to suppose that the elimination of other er- 
rors would follow. 

Two Words as One.— Think, then, of the make-up of either 
the potential mood or the future tense, and consider that, accord- 
ing to the grammarians, in the constitution of either there are nec- 
essarily tAvo distinct words, which two words taken together I shall 
herein call a "verb-phrase." Thus, the future tense is said to be 
formed of the root, or simple form of the verb, and a preceding 



394 THE SYSTEM METHOD. 

shall or will , tte potential mood, of such root and a preceding may, 
can, must, might, could, would, or should. But in what way by 
means of the tree system may these mistakes be eliminated? — By 
the significant fact that neither future tense nor potential mood can 
be branched through any tree into which the classes of words may 
he organized. Both alike are incongruous with, and inadjustable 
to, the tree branches. G-rammar is the system of the word — a sys- 
tem the trunk of which is the class word ; hence, the tree body is 
loord, and cannot include the verb-phrase. The ivord, being the 
whole of logical extension (just as the letter and the etymon are 
the wholes of extension in orthography and etymology), can in- 
clude no individual not a word ; precisely as 7nan, as a whole of 
logical extension, can include no plant or brute, but men only. 
Can you organize into a human skeleton of individual but con- 
nected bones, anything not an individual bone? Neither can you 
organize into the grammatical tree, or skeleton, of individual but 
related words, anything not an individual word. For the same rea" 
son that you cannot organize a pair of fire-tongs into the human 
skeleton, — substituting the fire-tongs for the humerus or fibula, say, 
— for this same reason you cannot organize such verb-phrase of 
two words into the grammar-system tree. Such verb-phrase, be- 
ing no part of the science of grammar, can form no part of that 
which is a perfect representative, or photograph, of the science of 
grammar. Neither the potential mood nor the future tense is 
claimed to have any existence except as composed of two or more 
verbs taken together ; and because such two-word verb-phrase is 
not oi'ganizable into the grammar system of word classes, — by this 
cause, such mood and tense are out-systemed from grammar, which 
is a tree. Since such mood and tense can form no branch of the 
class word, they cannot belong to the word (grammar-system) tree. 
Further, to belong to the system, or tree, of grammar, may go, 
shall go, etc., must be either essential (finite) or accessory (infinite), 
as may be seen from the cut, page 494. But a finite verb is one 
having a grammatical subject with whose person and number it 
agrees: — 

go. 

go. 

go. 

From an examination of these forms it will a])pear that, while 
may and s7ia/^ change (add st and t^ when the subject / is changed 



I may go. 


I love. 


I shaU 


Thou may-st go. 


Thou love-st. 


Thou shal-t 


He may go. 


He love-s. 


He shaU 



ENGLISH GRAMMAR. 395 

to the second person thou, go does not change. Change / to thou^ 
and then thou to he, and go remains unchanged, since it does not 
" agree " (change to accord) with the changed person or number of 
the subject ; that is to say, while may and shall do change, go 
does not change ; that is, while may and shall are essential, or 
finite, go is accessory, or infinite. That is to say, viay and go be- 
long to two different limbs, or branches, of the grammar-system 
tree and cannot be limbed, or branched, together on the same 
branch ; that is, hy the tree we can at once discover what we can eas- 
ily determine i}i no other way, namely, that in any organized or 
scientific system of grammar, inay and go, shall and go, etc., etc., 
must needs be treated as what they are, — two separate words of 
very different attributes, or classes. Hence, since the very existence 
of both the potential mood and the future tense depends on two 
verbs being taken together, — upon the condition that may go, can 
go, shallgo, willgo, etc., be taken as owe verb, — and since such poten- 
tial mood and future tense are not organizable into the grammar- 
system tree, therefore such mood and tense have no system {%. e., 
scientific) existence. 

"We Know in System. — " A system is a one or a whole made 
up of several parts ; but yet, the several parts, even considered as 
a whole, do not complete the idea unless in the nature of a whole 
you include the relations and respects which these parts have to 
each other." — Bishop Butler. 

" The safe conduct of life in the largest and best sense [includ- 
ing life's thinking and learning] will depend upon the thinker's 
power to know in system." — Gregory s Practical Logic. 

The system-repudiating blunder cursing modern methods in 
grammar, oi'thography, and etymology is — 

(a.) That teachers are ignorant of what part and whole of the 
branch itself is — do not perceive that a branch of learning is really 
a branch; 

(b.) That teachers know practically nothing of part and whole 
of the jDarticulars to be learned, i. e., branched, through the science- 
system tree; 

(c.) That, by reason of (a.) and (b.), teachers have absolutely no 
process of work by which to guide students; 

(d.) That pupils are, therefore, committing the monstrous folly 
of trying to acquire power over the multitudinous particulars by 



396 THE SYSTEM METHOD. 

committing them to memory instead of seeking to know the system 
by means of which alone such power may be attained. 

Now the great educational light-house is the system. And the 
long-sought-for, but hitherto undiscovered, process of doing is 
hrancJiing particular through its classes as themselves branched 
together in the unity of the tree. In education there can be noth- 
ing perfect not dictated by the system. But a system is a " one or 
a whole " of harmoniously articulated parts having " many relations 
and respects" to each other. Our power over the multitude of 
particulars connected with any branch is measured by our knowl- 
edge of the system sub-existing in those particulars, and through 
which they may be branched. Not until we have a more perfect 
system of arithmetic, grammar, orthography, etymology, final let- 
ters, capital letters, etc., through which (as a means) these multitu- 
dinous particulars may be learned (branched), shall we have per- 
fect mastery over those particulars (problems). Behold what 
proud man knows when reasoning outside of system! Thus de- 
clared St. Augustine about 400 a. d. : " The sky is a vast tent 
supported by pillars. The earth is flat, surrounded by four great 
seas, at the outer edges of which rise huge walls, whose tops are 
cemented to the skies, this great box inclosing the earth, the heav- 
enly bodies, men, and the angels. Men inhabit the part below 
only — the earth. The angels live in the upper part, and employ 
themselves in pushing the sun and stars to and fro. In this upper 
part is a huge reservoir of water, at the bottom of which are win- 
dows, which the angels open and shut, regulating the rain." 

Such is a specimen of what may be known about the earth out- 
side of sj'stem. This learned Father had never become acquainted 
with the secret of how to learn and know a thing by probing for 
the whole of which that thing is a part. ISTever having discerned 
the earth as a part of a system, — part of the solar system, — he fell 
naturally into the supposition that the earth is the center of the 
universe, and that around it the sun, moon, and stars revolve. 
Himself turning a complete somersault every twenty-four hours, as 
the earth revolved completely around, he imagined the whole 
heavens were turning somersaults. Had he once seen Earth as 
part of that great system of which Mercury, Venus, Earth, Mars, 
Jupiter, Saturn, Uranus, Neptune, and the sun form the whole, — 
had he once discovered the whole, or system, of which Earth is a 
part, he had never committed this, to us ridiculous, blunder. So, 



ENGLISH GRAMMAR. 397 

had iirithmeticians ever known the arithmetical whole, they would 
never have fallen into the folly of framing rules and formulas ; for 
no rule or formula is anything if it is not a direction how to solve 
a problem as an isolated and disorganized affair. A rule or formula 
to guide where there is a system to guide, can be but a farce. 
Who that can always have the circulatory system before his eyes 
needs a rule by which to trace the circulation of the blood? for the 
circulation goes not through the rule, but through the circulatory 
system. That system is therefore the proper guide. And just 
according to the number of rules that any educational treatise or 
scheme uses, is the increase of isolated and disorganized, and there- 
fore abstruse and irrational, problems — just accordingly is such 
scheme a vitiation, a fallacy, and an injury. So, again, had gram- 
marians ever known the grammar-system whole, they would never 
have fallen into the folly of trying to teach a potential mood or a 
future tense or an absolute case or a so-called "grammatical ety- 
mology." 

Ponder that all your learning is sound (system-learned) and 
rememberable, or foolish (system-repudiating) and unremembera- 
ble, accordingly as you see whole and j)art mirrored in each other. 
Ponder that your learning of the United States map is valid or 
invalid accordingly as you see United States as a whole, or system, 
of articulating parts having many " relations and respects" to each 
other. You know Ohio by means of the system, or whole, of 
which it is part. Were Pennsylvania, West Yirginia, Kentucky, 
Indiana, Michigan, and Lake Erie unknown to you, every iota of 
knowledge that you may be supposed to have concerning Ohio 
must be fallacious. (But I have dwelt upon this important truth 
elsewhere.) Judge, then, how fallacious must be the knowledge of 
any grammarian or arithmetician who has no knowledge of what 
he writes about as part of a system whole. 

We are to Remember the System. — Since it is by 

means of the system that we are to learn, it is by means of the 
system that we are to remember. I have several times shown — 
what is very plain — that the mental result of learning a branch 
must needs be a mental image of such branch held in mind of stu- 
dent ; just as the proper result of learning writing copy is a men- 
tal image of such copy held in the mind of the student. It is the 
class-branch, or science-tree, system through which the multitude 



398 THE SYSTEM METHOD. 

of particulars are to be branched, and thereby reduced to unity, 
Avhich is to be gotten in mind by the learner, — not tlie particulars 
themselves. The student is not foolishly to try to remember all 
the copies set before him by the instructor ; no system-led teacher 
sets a copy before pupil for that purpose. The purpose in placing 
a written form before the learner is to beget a mental image of the 
curve system in correct copies. The student may, to be sure, 
through a blind memory, hold a number of his teacher's copies in 
mind ; but not until he can plainly see what the form of system is, 
not until he carries a perfect mental image of what pei'fect system 
in writing is, will he succeed in executing a good copy. So else- 
where ; so everywhere. In orthography, the student may blindly 
remember of the particulars used in learning (branching), say, that 
<x, e, i, 0, u, are usually vowels ; that w, y^ A, are often coalescents ; 
that bj2^,fsive labials ; etc., etc. ; but not until he can plainly see 
what the form and contents of the orthographic system are, not 
until he carries a perfect image of this branch as a class-branch 
tree in reality, will he succeed in thinking or branching the par- 
ticulars (letters) in their proper classes. Whoever plainly sees 
orthography as a class-branch whole — whoever carries such a men- 
tal picture — will never be at fault in thinking out any orthographic 
question. And this sort of memory (that by which the class-branch, 
or science-system, nature of orthography is held in mind) is the 
only sort of memory worthy the name. This, however, is a truly 
efficient memory ; by means of it, the student may not only readily 
solve orthographic problems, but, being acquainted with the science 
(tree) system here, he may make a sure, easy, and rapid advance 
upon etymology, capital letters, final letters, grammar, or punctua- 
tion, each alike being a tree system, to be learned by the same up- 
the-tree process of learning (branching). , 

The Tree in Developing the Science, — Should a new 

Eusebius now arise and declare as of old that the earth is the cen- 
ter of the universe ; that it cannot revolve on its axis, since such 
turning completely over would upset the milk-pitcher and the 
water-bucket, and make men stand on their heads, he would be at 
once told that he is foolish in that he accepts appearances for 
realities. " For see, the earth is but a part of one eight-planet 
system. Look off yonder at Uranus, Earth's eldest sister but one. 
With 3'our own eyes you see her revolve, in ten hours, on her axis. 



ENGLISH GRAMMAE. 399 

and in eighty-four j^ears, around the sun. And see, similarly, how 
revolve all Earth's six other sisters, each alike thus undergoing all 
the changes of day, night ; winter, spring, summer, and autumn ! 
Think you Earth herself may not do (revolve) as her sisters do ? 
Why, the seven other parts of this eight-planet system revolve, as 
you plainly see. And you see, further, that were you on any one 
of these seven, you would have the same reason to believe that 
sun, moon, and stars revolve around or about you thei-e, as you 
now have to believe they revolve about you here on the earth ; for 
the sun, moon, and stales as plainly appear, to the inhabitants of 
those planets, to revolve about them as they appear to us on the 
earth to revolve about us. But with your own eyes you see — and 
therefore know — that whoever on Uranus thinks he plainly sees 
sun, moon, and stars revolve about Uranus, is mistaken ; for being 
here on. Earth, in a different part of the system whole, you are able 
to see Uranus herself revolve as plainly as you may see a grind- 
stone revolve. Nevertheless, on Uranus the appearance is just 
contrary to the reality, the sun appearing to go around Uranus, 
not Uranus around her own axis. Think you, then, that this 
appearance that the sun goes around Earth instead of Earth's 
turning on her own axis, may not likewise be contrary to the 
reality ? Indeed, since to each of the other seven of the system, 
the reality is directly contrary to the appearance, think you that 
this appearance may not deceive us on the earth also ?" 

Thus Eusebius would have been at once set right. But imagine 
that all the heavens be removed except what Eusebius conceived 
to belong to the earth — sun and moon ; then, since in the absence 
of demonstration mankind have no better rule than to take for the 
reality what appears to be real, under such circumstances we 
all should have faithfully beUeved to this day that the sun is 
accessory to the earth, and this the center of the universe. Thus 
alone by means of the system test, and never without it, may we 
either arrive at the antecedent probability, or test the sequential 
theory. Similarly, in grammar, the grammar-system tree is both 
the parent of the foregoing probability, and the crucial test of the 
truthfulness of the consequent doctrine. So it is in this systeni- 
guidcd way, by means of the system whole, the tree, that we 
decide — 

Whether There is Such a Science as Grammatical 

)gy, — It is elsewhere in this volume shown that of or- 



400 THE SYSTEM METHOD. 

thography, historical etymology, and grammar, the science-system, 
or tree-trunk, units are the letter., the etymon., and the word, re- 
spectively. (See "The Science of Arithmetic Developed," given 
farther on.) 

(a.) That these branches are systems or wholes op some kind 
has been declared by not only Hamilton, Anaxagoras, Plato, Leib- 
nitz, Kant, Plotinus, Aristotle, Spencer, Butler, TJeberweg, but 
also the common sense and experience of all the learned ; which 
ever teaches that among the multitude of objects to be explained 
by one given system there must be 'm,any marks of similarity. For 
objects almost wholly dissimilar are not organizable (branchable) 
through the same branch ; and organizing, or branching, is learn- 
ing. Great dissimilarity among the particulars is identical with 
great disorganizableness (unlearnableness), as has been shown ; 
while similarity is the means — the only possible means — of bring- 
ing objects together, i. e., branching objects, into a system or unit 
whole. Plainly, it is not because mink, fox, wolf, leopard, lion, 
lynx, etc., etc., have a great dissimilarity that they are explained 
-by one and the same science system (zoology), but because they 
have a still greater — an infinitely greater — similarity. It is not 
because red pine, white pine, pine-apple, banana, black m.oss, com- 
mon horse-tail, scouring rush, etc., etc. (see cut, p. 25), have a 
great dissimilarity that they can be explained by passing them all 
through one science or branched system (botany), but because they 
have an incomparably greater similarity, which alone renders it 
possible for us to learn the infinitude of plants. And just accord- 
ingly as any science, or system, discovers to us the many similarity 
marks whereby to reduce the multitude to classes, these classes to 
class branches of still higher class branches, and so on till all the 
multitude are gathered up in one branch- system unit or whole, — 
just accordingly will such science be able to explain and recall to 
mem.ory the multitude which it is designed to explain. 

Manifestly, therefore, it is not because the millions of words 
have a great dissimilarity that they are all explained by branching 
them through a single system (grammar), but because they have a 
far greater similarity. Nor is it because the millions of letters 
have a great dissimilarity that they are explained by one system 
(orthography), but because there exists among letters an incom- 
parably greater similarit}^ How similar may things be made to 
appear? is the livelong question and work of science. And when 



ENGLISH OBAMMAE. 401 

system begins the work of answering, by reducing the multitud- 
inous particulars to classes, science again asks system to reduce 
these classes to higher class branches, and so persists till system 
has reduced the various classes of words, letters, or etymons, as it 
may be, to a class-branch, tree-system unity of words, letters, or 
etymons. So that, because it is a system of classes as contained in 
higher classes, themselves (ever) contained in still higher branches, 
to the highest tree-ti-unh class, — 

(b.) Every science-system is a class-branch tree-system. — 
Nor shall I here re-demonstrate this fact, JSTow (1.) since every ob- 
ject is to be explained in the same system with those objects to which 
it is most similar; and (2.) since of the great lingual branch (see 
cut p. 98) there are, or can be, but three sub-branches, — letter, 
etymon, and word, — therefore, there can be but three branches of 
the lingual tree, — orthograpiy, etymology, and grammar. For, be- 
ginning Avith the smallest of all lingual units, the letter, and passing 
up through all the higher units to be found in language, we find 
but three, letter, etymon, and word, which are parts of an including 
whole. (See " The Science of Arithmetic Developed," farther on.) 
These three are therefore the only possible units on which to con- 
struct a system (science). These three are the only possible science- 
system (tree-system) trunks. There can be, therefore, but three 
systems constructed on this lingual tree, and these three are, 
orthography on letter, etymology on etymon, and grammar on 
word. There can be, therefore, no such system as grammatical 
etymology. 

But this so-called grammatical etymology deals exclusively 
with words ; it must, therefore, come wholly within the system of 
grammar. If, then, it has any existence, it must be as a branch of 
the grammar system ; that is to say, it must be a sub-branch of the 
class-branch word, the system unit of grammar. But all words are 
included in the sub-branches (1) fundamental, (2) connective, (3) 
accessory, and (4) interjection, leaving no possible fifth branch for 
so-called " grammatical etymology." It has, therefore, no scientific, 
i. e., system, existence. The name should, therefore, be cast aside 
to become obsolete, 

" But should not regular and irregular verbs, at least, be studied 

and included in the system called grammar?" They may be 

studied in connection with grammar, by means of the j^rograms 

(see Prog, VII.), but they are not to be included in the system of 

26 



402 THE SYSTEM METHOD. 

grammar ; for that unit which is regular in a verb is always an ety- 
mon, since it is that to which the suffix is added. Now, since regu- 
lar-verb etymon is a part of which word is the including whole, it 
cannot belong to the system of grammar ; for that word itself is 
part of which sentence is including whole, as I have already demon- 
strated. Moreover, the articulating parts with which the regular- 
verb etymon forms the including word-whole, are the prefix and the 
suffix; so that If regular verb be studied and included in grammar, 
then its co-ordinate parts, prefix and suffix, are likewise to be in- 
cluded in grammar. But that would evidently destroy the system 
of two otherwise beautifully systematized sciences, grammar and 
historical etymology, as will appear perfectly plain by a reference 
to the trees on pages 274 and 494. But it would be impossible to 
include suffix in grammar, a system whose unit is word, as all will 
agree ; since suffixes cannot be divided as nouns, verbs, pronouns, 
connectives, interjections, etc. Neither is a suffix a word in any 
sense. Thus, again (but, mark you, always hy means of the tree 
system^), do we demonstrate that etymology has no scientific exist- 
ence in grammar. Etymology exists only as a system of which 
etymon is the trunk, and is a co-ordinate branch to, not a division 
of, grammar. Its proper study, therefore, lies outside of the system 
of grammar. 



The System Method— No. 6. 



The System Grammar-Grade A. 



IN WHICH THE STUDENT'S PROCESS OF WOEK 



IS "CJisrLOCi^EZD 



BY BRANCHING TOGETHER INTO SYSTEM THE CLASS-BRANCHES OF THE WORD; 
WHICH IS THEREBY DISCOVERED TO BE THE 



TREE-TRUNK, OR FOCAL UNIT, OF GRAMMAR. 



IN ^A^HICH, ACCORDINGLY, THE STUDENT LEARNS AND REMEM- 
BERS BY BRANCHING THE WORDS, AS PARTS OF THE SEN- 
TENCE, THROUGH THEIR CLASSES BRANCHED 
TOGETHER AS CLASS-BRANCHES OF A 
GRAMMAR-SYSTEM WHOLE. 



BY ISAAC ELDRIDGE WILSON, 



INVENTOR OF THE LEARNER'S WORK-TREE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
OF TEXT-BOOKS FOR SCHOOLS, A SERIES OF STUDENT'S WORK-BOOKS, ETC. 



"Science as such has its true existence only in the system foi'm."—Ueberweg. 



><t^N OF CO>JG'?^>. 

V% / 7 "^ ^^oZ/ 

CHICAGO, ILL.: SJ^_0f/aSH1^^^^ 

Leakxer's Work-Tree Company. 



18S6. 



COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 

ALL RIGHTS RESERVED. 
Any infringement will be prosecuted to the full extent of the law. 



n 



DEMONSTRATION I. 



FACT MATTER: 

a. Name. — That combination of letters, syllables, or words by which 
an object is distinguished, or known; as, John, boy, box, we, you, senator, mister, 
belief. 

b. Noun. — A name that has or may have an affix added; as, John-S, 
boy-ish, one-s, box-es. 

C. Pronoun. — A name that has not and will not take an affix; as, 
we, yon, he, they, I. The, pronouns are I, we; thou, you; he, she, it, tliey; who, 
whieh, what, that, and as; and compounds of these. 

d. Other Differences. — 1. The noun indicates repetition by an 
added s or es; the pronoun indicates repetition by an arbitrary word; as, — 

Noun: boy, boys; box, boxes; sir, sirs; Lucas, Lucases. 
Pronoun: I, we; thou, you; he, they; she, they; it, they. 
2. The noun indicates possession by an added 's or by the (') alone; the 
pronoun indicates possession by changing its form; as, — 

Noun: boy, boy's; girls, girls'; senator, senator's; boys' hats. 
Pronoun: 1, my; thou, thy; you, your; he, his; they, their; who, whose. 

e. Common Noun. — One that classifies its object; as, boy, subvocal, 
verb, house, animal, plant, letters, words. 

f. Proper Noun. — One that individualizes its object; as, John, 
Englishmen, Oreeks, Caesars, Plato, France, Ohio. 

g. GRAMMATICAL! NuMBER. — That Structural change in names that 
indicates whether the thing named is taken more than once, i. e., repeated. 

h. Singular Number. — That which represents the thing named as 
not repeated; as, man, elass, water, checker, Milton, half, people, seven, couple, grief. 

i. Plural Number. — That which represents the thing named as 
being repeated; as, men, classes, Waters, checkers, Miltons, halves, peoples, sevens, 
couples, griefs. 

OBSER VATIONS : 

a. Number Based on Structure. — The statements that, (1.) "Bel- 
lows, scissors, shears, tongs, have no singular forms;" (2.) "The plural num- 

[405] 



406 THE SYSTEM METHOD. 

ber denotes more than one; as, apples, boys, borses," — these statements are 
contradictory, since bellows, scissors, sJiears, and tongs each denote but one 
instrument. This mistake must be avoided: it will bring confusion. It lies 
in confounding the principles of form and signification. These nouns are 
in the plural number, not because they denote more than one instrument, 
but because the name in each case originated in a part, which part is re- 
peated to form the whole. Scissors is not in the plural number because it 
means more than one pair of scissors, more than one whole, but because 
the part named, scissor, is taken twice. In scissors there are two parts; one 
^?iXl=scissor, which word is not now used; two parts=scmo?'s. Observe 
that scissors-=scissor-\-s. Number is properly defined to be a structural 
change signifying repetition of some sort — of whole, part, particle, action, 
or substance. 

b. The Thing Naked. — The thing named and repeated must belong 
to one of the following classes: (1.) Material objects; (2.) Immaterial ob- 
jects. Examples are, — 

1. Material Objects: boy, army, shears, victuals, foods, gold, teas, tar, 
snow, scissors, etc. 

2. Immaterial Objects: sweetness, safety, wickedness, peace, health, re- 
sistance, succession, etc. 

C. Part and Whole. — Names of wholes are now singular, now plural; 
but, lungs and botcels excepted, names of parts repeated to form the object 
of thought are usually plural. Let those names following, in which a whole 
is the thing named, be compared with those in which the thing named is a 
part or particle: — 

A WJiole Named: boys, armies, boxes, spoonfuls, companies, etc. 
A Part or Particle Named: tongs, shears, scissors, pincers, tweezers, nip- 
pers, news, nuptials, vitals, ethics, goods, movables, rickets, oats, em- 
bers, ashes, odds, measles, suds, etc. 

d. Substance. — Names of substance exhibited but once are, of course, 
singular; but, if the substance is exhibited more than once, the name is 
plural. Observe that the plural number always indicates some sort of rep- 
etition, as of whole, part, particle, substance, or action. 

Singulars: gold, tea, coffee, snow, furniture, jeans, molasses, cider, 
matter, tar, clay, mortar, flesh, gravel, brick, stone, trout, mackerel, 
fish, fowl, quail, venison, etc. 

Plurals: golds, teas, coffees, furnitures, snows, j causes, molasses, etc. 

e. Action. — The following nouns are names of actions: goings, doings, 
treatment, thanks, ascent, bellows, skimmings, proceeds, creations, begin- 
nings, tidings, blessings, mumps, wages, etc. 

f. References. — For other matters pertaining to number in grammar, 
refer to Demonstration XXVIII.; also to Webster's or Worcester's Un- 
abridged Dictionary. 

g. Tests by which to distinguish between nouns and adjectives or pro- 
nouns: 1. Only nouns take the added s as a plural sign; 2. Neither the pro- 



THE WORDS CLASSIFIED. 407 

noun nor the adjective takes the (') as a possessive sign. (See Demonstra- 
tion XVII., i, j, k, 1.) 

Prog. I: /. Noun. 2. Current. 3. The Thing Named. 

a. Common. a. Singular. a. Material. 

b. Proper. b. Plural. b. Immaterial. 

c. Equivocal. 

Note to Teacher.— Tl^& student's work in classifying, by this program, the particulars 
given below is here omitted, as it will be given in full in " The System Method," No. 20, 
which begins on page 577. Both the programs and the particulars to be worked up by the 
programs will be given in this, " The System Method," No. 6; but the student's work itself 
will in all cases be omitted in this, No. 6, to be given in Work-Book, No. 20. 

FABTICULABS : 

The hills ^ and the valleys ^ are green. Our botany ^ is all names,* not powers-^ 
The Enghsh are a nation ^ of humorists.' Whatever surly sweetness ^ possession ^ can 
give, is tasted in England i° to the dregs.^^ A person's ^^ manners ^^ not infrequently 
indicate his morals.^* November ^^ is the month i^ when the deer i' sheds its horns.^^ 
That coach-and-four 19 is its master's 2" sole remaining property.^i The jury^a were 
not unanimous. The pubhc ^^ are respectfuUy invited to attend. We are to speak in 
public. 2* The spectacles 25 set them unhappily wrong. A coach-and-six ^^^ is, in our 
time,^' never seen, except as a part^^ of some pageant.29 We expect the dancing 
master ^o to teach our children ^^ manners.^^ Where are the Platoes ^^ and Aristotles 3* 
of modern times ? ^^ All the Maries ^^ in this school ^' are good girls. ^^ The Germans '^ 
are an industrious people.*" Six*i and three*'* make nine.*^ The army** of the 
queen *5 mean to seize us. Mankind *^ have, in aU ages,*' attached themselves to a few 
persons. *8 A man *9 comes to measure his greatness ^ by the regrets,^! envies,^^ and 
hatreds 5* of his competitors.^* His illustrations ^5 are poetry.56 few knew as much 
about Nature 5' and her subtle manners, ^s or expressed more subtly her goings.^^ It 
was well worth the pains ^ that have been taken to procure it. His means ^^ are as 
admirable as his ends.^^ The means "^ are too strong for them. Your manners ^ are 
always under examination.^' The rich take up something ^^ of the world ^^ into man's ^ 
life.^9 It is the interest '" of aU that there should be Captain Cooks '^ to voyage round 
the world; '2 Rosses,'" Franklins,'* Richardsons,'^ and Kanes '^ to find the magnetic 
and geographic poles." Our politics '^ are disgusting. The sky '^ is a covering*' for 
a market ^^ and for the cherubim ^^ and seraphim.^^ He loved the tall deer s* as if he 
were their father. ^^ The heats ^^ of summer®' destroy its beauties.'^ Young people ^^ 
in this country s" are prone to melancholy.^i The Irish peerage ^2 drew their names ^3 
from a playbook.^* Mankind ^5 divides itself into two classes,^^ — benefactors 9' and 
malefactors.98 Mankind ^s are very superficial. At times ^"0 the summit 1"^ of the high 
city 1°'^ fld-hed. These news 1"^ be mine. We are a people i*'* yet. The Japanese ^"^ 
are a very jealous people.i"^ The Esquimaux 'o' have high cheek-bones ^"^ and small 
noses.i°9 The army^^'' was sadly neglected. The assembly ^ was tumultuous. 
Whales ^^ are found in companies,^!^ but mostly in pairs.^^* He plays biUiards^^^ ex- 
cessively. A herd 11^ of buffaloes i" can only be kept in order i^^ by a guard ^^^ of 
mounted keepers,i2o armed with lances.i^^ The oats 122 ^yere ripe. The scissors ^^^ are 
sharp. The market ^^i -^^^s filled with goods.i^* He had had no victuals ^-^ for thirty- 
six hours.12' No parallel 128 can be found in the annals ^^^ of the world.^^" He had 
none of the coin ^^^ of the country.^^^ It was buried in the ashes.i^^ This summons i^* 



408 THE SYSTEM METHOD. 

he resolved to obey. Let a gallows ^^^ \,q made. Evil news ^^^ rides fast, while good 
news 1^' baits. When Khea ^^^ heard these news,!^^ she fled. Why do the heathen i^" 
rage? Christianity ^^^ was formerly propagated among the heathens. ^^^ They had 
brick 1^^ for stone.^** The bricks ^*^ are fallen down. His affairs ^*^ went on at sixes i*^ 
and sevens.^*^ We sold two dozen eggs."* Knock them down by the dozens.^^" 
Many thousands ^^^ were slain in the war. 1^2 We went up five pair^^s of stairs.i^* 
Several pairs ^^5 of scissors ^^s lay on the shelf.^^' No pains ^^^ is taken. Your pains i^s 
are registered. Hear these iU news.^^" They hate us youth. ^^^ The fish i^s are in the 
pond.i*^ There are fishes ^^ that have wings.^^^ We believe in Woman's ^^^ Rights.i*^^ 
Vested rights,^*^ are awful things. ^^* 



DEMONSTRATION 11. 



FACT MATTER— Rules for Spelling Plurals : 

a. ^RtTLE X. — Nouns ending in a syllable that coalesces with s, in- 
cluding those in o preceded by a vowel, add s only for the plural ; as,— 

1. Tack-s, cake-s, truth-s, puff-s, youth-s, ember-s, eye-s, swarm-s, 
water-s, tong-s, new-s, coflee-s, woe-s, tea-s, hoe-s, U. S. Grant-s, Can- 
ada-s, James Gordon Bennett-s, Miss Johnson-s, Sir Isaac Newton-s, 
thank-s, brothers-in-law, going-s, redcoat-s, getters-up, mump-s, Guy- 
ot-s. 

2. Day-s, valley-s, turkey-s, Thackeray-s, Motley-s, runaway-s, Gyulay-s, 
Maloy-s, key-s. 

3. Folio-s, cameo-s, embryo-s, cuckoo-s, cacao-s, Hindoo-s, imbroglio-s. 

4. Fife-s, grief-s, chief-s, safe-s, scarf-s, belief-s, haudkerchief-s, hoof-s, 
roof-s, turf-s, dwarf-s, brief-s, reef-s, gulf-s, proof-s, serf-s, surf-s, 
stripe-s, staff-s, mischief-s, relief-s, fief-s, clef-s, oaf-s, waif-s. 

5. Dozen-s, hundred-s, seven-s, pair-s, people-s. 

6. Spoonful-s, mouthful-s, armful-s, sackful-s. 

b. ^RuLB XI. — Nouns in a syllable that does not coalesce with s, and 
nouns in preceded by a consonant, add es for the plural ; as, — 

1. Church-es, class-es, Lucas-es, six-es, S. S. Mackintosh-es, the Mas- 
ter Crumless-es, buzz-es. Governor Morris-es. 

2. Negro-es, echo-es, Cicero-es, tomato-es, Plato-es, zero-es, bravo-es, 
desperado-es. 

3. Nouns inf or fe, except those mentioned under Rule I., 4, change f 
or fe to V, before es is added ; as, leaf, leav-es ; shelv-es, kniv-es, 
thiev-es, stav-es, wharv-es, elv-es, liv-es, halv-es, wolv-es. 

4. Nouns in y after a consonant change y to i before es is added ; as, 
fly, fli-es ; Henry, Henri-es ; Mari-es, ladi-es, Welbi-es, Sicili-es, Nan- 
ci-es, compani-es, twenti-es, soliloqui-es, merci-es. 

1 These rules are numbered to accord to their numbers as given on page 196. 



THE WORDS CLASSIFIED 409 

0. Exceptions to Rule XI. — Canto-s, quarto-s, solo-s, piano-s, duodecimo-s, 
halos, tyros, provisos, juntos, octavos, mementos, armadillos, lassos. 
C. Rule XII. — Letters, signs, and figures substitute the apostrophe 
(') for the e of es ; as, In 999 there are three 9's ; Casting out the ll's; 
Mind your p's and q's ; Dot your i's, and cross your fs- 

Exception. — For a word coalescing with s, and used merely as the name 
of a word, the best usage also sanctions a plural in s alone; as, "Hence- 
forth my wooing mind shall be expressed in russet yeas and honest kersey 
m^%."—8hakspeare. " The novel is full of ohs, bys, whys, alsos, and nos." 

OBSERVATIONS : 

a. Compounds, with or without the hyphen, annex the plural sign to 
the important part ; as, hangers-on, house-tops, getters-up, after-thoughts, 
forget-me-nots, brothers-in-law, step-fathers, the Stamp-Acts, the George 
Washingtons. Men-servantfs, knigJits-templars, and ignes-fatui have both 
parts pluralized. 

b. Proper nouns of two or more parts, and proper nouns including a 
title used as a part of the name, annex the plural sign to the last part ; as, 
O. P. Morton-s, Thomas Y. Stevens-es, Miss Thomson-s, the General 
Smith-s, the Mrs. R. B. Hayes-es. 

C. In references including a plural title and names distinguishing be- 
tween members of that title, the name and title are not to be regarded as 
one noun. In such expressions as "the Emperors Napoleon and Alexander," 
"the Misses Julia and Maria Morton" the names Julia \Mortori\ and Maria 
Morton are to be regarded each as a proper noun in apposition with the 
noun Misses. So Napoleon and Alexander. 

d. The following nouns form the plural irregularly : — 

child, children. louse, lice. ox, oxen, 

foot, feet. man, men. woman, women, 

goose, geese. mouse, mice. tooth, teeth. 

e. Pronouns form the plural arhiirarily : — 

I, we. thou, you. he, they. she, they. it, they, 

my, our. thy, your. his, their. her, their. its, their, 

me, us. thee, you. him, them. her, them. it, them. 

f. These nouns have two plurals in different significations : — 

index, indexes, indices. genius, geniuses, genii, 

penny, pennies, pence. medium, mediums, media, 

die, dies, dice. phalanx, phalanxes, phalanges, 

brother, brothers, brethren. stamen, stamens, stamina, 

vortex, vortexes, vortices. vertex, vertexes, vertices. 

g. The following nouns and pronouns have twin-like {i. e., common, or 
equivocal) forms for the singular and the plural: — 

Nouns : sheep, deer, swine, vermin, hose, fry, gross, neat, grouse, 
Esquimaux, Japanese, Cyclops, corps, molasses. 
Pronouns : who, which, what, that, as. 



410 THE SYSTEM METHOD. 

h. For the most part, nouns from foreign languages retain their native 
plurals. In case of dou-bt here, or in any other question concerning the 
plural, refer to Webster's or Worcester's Unabridged Dictionary. 

i. Nouns in the singular number are sometimes used with a plural 
verb • as. The jury are agreed. Nouns in the plural are likewise some- 
times used with singular verbs ; as, The neics is bad. (See Demonstration 

XXVIII.) 

\. For other matters pertaining to number, see Demonstration 

XXVIII. 

k. Test to distinguish between nouns, and adjectives or pronouns: 
It is the essential character of the plural number to indicate some sort of 
repetition, as of object, action, part or particle. But the plural is formed 
by adding s or es to a name, not to a verb, or a connective, or other kind. 
Hence, that object, action, part or particle, whose plural is formed, must 
Mve a name sometime, properly or improperly in use. Thus, trees, boxes, 
oats, and scissors have tree, box, oat, and scissor, of which the last two are 
not now properly used, or current. But since it is a name that has a plural, 
it is a name that is pluralized; and the existence of the plural in s or es is 
proof that the word in question is a noun. Thus we decide that — 

WJiatever will take the plural sign therein becomes a noun; as, boy-s, 
other-s, plural-s, better-s, doing-s, etc. 

Prog- II : ^- Noun. 2. Current. 3. The Thing Named. 4. Rule for Spelh'ng. 

a. Common. a. Singular. a. Material. a. Rule . 

b. Proper. b. Plural. b. Immaterial. b. Irregular. 

c. Equivocal. c. Equivocal. c. Common. 

Note to Teacher.— Th.e student's vs^ork-book ("The System Method," No. 20) will 
show how the student is to proceed under the guidance of these programs. The numbers of 
the proorams in the work-book correspond to the numbers of the Demonstrations here in 
the grammar (No. 6). 

PABTICULABS : 

James i is a good physician ; ''' Henry ^ is a better one.* What is meant by two- 
thirds ^ of a unit ? « One 'should defer to his superiors.^ In compounds ^ the sign 
of the plural 1" is added to the important part.^^ Some nouns ^^ have two plurals ^^ 
of diilerent significations.^* How many twelfths i^ in three fourths ? ^^ Possessives ^^ 
are formed by adding 's to the nominatives. ^^ Teach me to feel another's ^^ woe.^" 
Three times ^^ two'^^ are six.^^ They came by sixes 2* and sevens.^^ The Turks ^6 
and Greeks 27 are at war.^s The nos^^ have it. They love each other. 3" Each 
one^i helps aU the others.^^ Once one^^ is one.^* The strife ^^ -^ag between the 
Whites 3^ and the Blacks.^'' I care not what others ^^ say. One ^^ has to comply 
with law.*" We were hstening to the warbling of the young ones.*i They came 
with the Uttle ones.*^ The young one's *3 warbhng M'as sweet. He hstened not at 
others' ** words.*^ Many hundreds *^ were slain. He matched them in braces, *' or 
twos.*^ Be courteous to your betters.*^ The snuffers ^° are not less convenient than 
the tongs.^i There is less science ^^ in ethics ^^ than in mathematics.^* These were 
real blessings ^5 and merited more than our mere thanks.^^ These orgies ^7 Kome ^^ 
practiced In the name ^^ of rengion-fi"^ It is proven by odds ^^ of authority ^^ that there 



THE WORDS CLASSIFIED. 411 

is such a disease ®^ as the measles.®^ The rickets ^^ and mumps ^^ are the wages ^^ of 
bad victuals ^8 and bad birth.^' That molasses™ is better than the news.'i The 
crowd '^ were again gathered together. The world '^ is round. The world '* are 
spectators '^^ of your conduct. The crowd '® was large. A few years '''^ is a matter of 
little consequence.'^ The public '^ is more disposed to censure than to praise. The 
public 8" are respectfully invited to attend. The jury^^ were not unanimous. A 
coach-and-six ^2 is, in our time,^^ never seen, except as a part ^^ of some pageant. ^^ 
Our politics ^^ are disgusting. Mankind ^'' divides itself into two classes, ^* — benefac- 
tors ^ and malefactors.^" — Emerson.^^ Mankind ^^ are very superficial. — Ben. Frank- 
lin.^^ We are a people ^* yet. The cardinal ^^ is not my better ^^ in the field. — Shaks- 
peare.^'^ 

Henceforth my wooing mind shall be expressed 
In russet yeas^® and honest kersey nays.^* — Id. 
His better ^^ does not breathe upon the earth. His means ^^^ are as admirable 
as his ends.^"'^ — Fmerson.^°^ That tidings i"* came. — Shakspeare.^'^^ The Esquimaux ^"^ 
have high cheek-bones '•" and small noses.i°8 a herd ^^ of buflaloes ^^^ can only be 
kept in order '^^ by a guard ^^'-^ of mounted keepers.^ ^ Where are the Platoes^^* and 
Aristotles i^^ of modern times ? ^^^ Let a gaUows ^^^ be made. — Esther. Vast num- 
bers ^^^ of sea fowl ^^^ frequent the rocky chffs.'^" His affairs ^^^ went at sixes ^^^ and 
sevens.^^^ The fish^^* are in the pond. All the Maries ^^^ jq ti^jg school'^® are good 
girls.^^' Mankind ^^^ have, in all ages, attached themselves to a few persons.'-^ — 
Emerson. 



DEMONSTRATION III 



FACT MATTER: 

a. Gender. — A distinction of nouns and pronouns having reference 
to the properties of sex. There are four genders : — 

b. Masculine Gender. — That which represents the object as exhibit- 
ing the properties of the male sex; as, he, sir, his, uncle, eraperor. 

C. Feminine Gender. — That which represents the object as exhibit- 
ing the properties of the female sex ; as, she, hers, aunt, empress, sister. 

d. Neuter Gender. — That which represents the object as not exhibit- 
ing the properties of either sex; as, it, watch, lamp, widedness, sound. 

e. Common Gender. — That which represents the object as having sex, 
without distinguishing what properties of sex it has; as, friend, COUSin, teacher, 
parent, animal, elephant, scholar. 

OBSERVATIONS : 

a. Things personified are represented both by common and by proper 
nouns. Accordingly, nouns that are names of things personified sometimes 
are, at other times are not, written with a capital letter. There is no 



412 THE SYSTEM METHOD. 

rigid rule observed by the best writers. Sometimes we find, " Tbe vices are 
hnt virtues there, each named by her victim here." Again we find, "The 
Vices are but Virtues there," etc., which last the author prefers, as hightening 
the effect by attaching a full jiersonality to each vice. 

b. Contrary to rule, proper nouns arising by personification are often 
written without the capital; as, "For him light labor spread her whole- 
some store." "When memory recurs to the past, she wanders among 
tombs." It would strengthen and beautify such sentences to capitalize the 
proper noun. 

C. But observe that nothing is to be regarded as ]oersonification in 
the noun, save what is set forth in such manner and character as to accord, 
in the idea of sex and personality, with the pronouns I, he, she, thou, and 
you. If the sentence, "The eye was the first of artists," formed part of a 
continued discourse, eye would accord in the context, not with he or she, 
but rather with the neuter pronoun it; hence, by the nature and definition 
of personification, eye is not here personified; and is to be regarded as 
neuter, notwithstanding the fact that artists is of the common gender. 

d. Mark that nouns are not masculine and feminine because the 
things named are actually, physically, male and female, but because the 
language exhibits the thing as male or female. Thus, in the sentence below, 
irook is masculine, not because the thing named is a male, but because the 
language of the sentence ("built Mm") is the same as if the brook had 
actually been a male. (Cf. Obs. a. Demonstration IV.) 

e. Collective nouns in the plural number, and collective nouns convey- 
ing the idea of unity, are neuter; as, " Several J'M?'^■es [neuter] have been 
impaneled;" "The Jury [neuter] gave «^s verdict." But the pronoun they, 
and collective nouns carrying the idea of plurality, determine the gender 
from the individuals that compose the collection named; as, "Not alone 
the fair sex [feminine] was marked, but both sexes [common]." "The 
stars, they [neuter] shall shine forever." 

f. Small children and inferior animals, though having in reality the 
properties of real males or real females, are commonly viewed as being 
without sex. They are, therefore, commonly represented by the neuter 
pronoun it. The names of beings viewed in this way (that is, as not exhib- 
iting the properties of sex) are to be regarded as neuter. Examples are: 
child, swallow, fox, snake, bird, crab, hound, mosquito, deer, etc. 

g. Not having a pronoun of the third person singular and common 
gender, in its stead the English employs 7ie, his, him; as, — - 

Is any among you afflicted, let him pray. 
Everybody has his faults. 
Every person should think for himself. 
The fox ran in his den. 



THE WORDS CLASSIFIED. 413 

But such generic names as fox, if viewed as not exhibiting the properties 
of sex, are neuter (of. Obs. f); as, "The/oa; ran in its den." 

h. The masculine and feminine are distinguished in three ways: — 

1. By suffixes: God, goddess; actor, actress; duke, duchess; heir, heiress; 
lion, lioness; testator, testatrix; hero, heroine; bride, bridegroom. 

2. By prefixes: male, female; he-goat, she-goat; man-servant, maid-serv- 
ant. 

3. By arlitrary imrds : Brother, sister; nephew, niece; sir, madam; wiz- 
ard, witch; he, she. 

Prog, III : ?■ Class of Noun. 2. Number. 3. Gender. 4. Personification. 

a. Common. a. Singular. a. Masculine. a. Personified. 

b. Proper. b. Plural. b. Feminine. b. Unpersonifled. 

c. Neuter. 

d. Common. 

PABTICULABS : 

" Will you come into my parlor? ^ " said the spider ^ to the fly.^ Cicero * was an 
orator.5 Horses ^ are animals.'' Children ^ should be careful. Dogs^ kiU sheep.^" 
The fish^^ which you caught is a trout.^^ The bear^^ growled when he saw the 
hunter.i* He went to the doctor i5 for advice.^'' Susan's i' motherly jg my aunt. ^^ 
Go to the ant,2o thou sluggard. ^i Flies ^2 are insects.^^ j ga-^ a flock 2* of wild turkeys.^s 
The hunters 26 came to the den^^ of a tiger.28 Death 29 lifts the vail so that hides a 
brighter sphere.31 Thou art the man. ^3 Clarence ^3 has been chosen captain.^* Per- 
adventure, the old dragon 35 is asleep. His being a foreigner ^6 is no disgrace.^T There 
smiling spring ^^ itg earhest visit 39 paid. Grim-visaged war*" hath smoothed his 
wrinkled front. Necessity ^ is the mother ^ of invention. Never did Natm-e *3 be- 
tray the heart that loved her. Tremble, thou earth,''* at the presence of the Lord.** 
Procrastination *^ is the thief *'' of time. 

See, the Summer *8 gay 

With her green chaplet and ambrosial flowers. 

Droops into palhd autumn. *9 

O eloquent, just, and mighty Death ! ^ whom none could advise, thou hast persuaded. 
O trouble ! ^^ would I had never known thee. Can Time,^^ his flight reversed, restore 
the hours? The Moon ^3 sees her unwrinkled face reflected bright. Nature ** discloses 
with a smile the author ^5 of her beauties. 

How wonderful is Death,^^ — 

Death and his brother ^^ Sleep ! =^ 

Eternal Love ^^ doth keep, 
In his complacent arms. 
The earth, the air, the deep. 

For him Ught labor®" spread her wholesome store. ^^ Remembrance ^^ wakes with all 
her busy train. Shouting Folly ®3 haUs them from her shore. Rehgion ®* veils her 
eyes. Ocean, ^^ -^tij ^j^g brine on his gray locks, was there. When memory ^^ recurs 
to the past, she wanders among tombs. 

Follow the bier of the dead cold year,^^ 
And make her grave green with tear on tear. 



414 THE SYSTEM METHOD. 

Lost Echo ^^ sits amid the voiceless mountains, 
And feeds her grief with his remembered lay. 

AH crimes shall cease, and ancient frauds shall fail. 
Returning Justice ^^ lift aloft her scale, 
Peace ^^ o'er the world her olive wand extend. 
And white-robed Innocence "^ from heaven '^ descend. 

Truth, ■'2 crushed to earth, shall rise again ; 

The eternal years of God ''^ are hers ; 
But error, '^ wounded, writhes in pain. 

And dies among his worshipers. 

When Freedom '^ from her mountain bight 

Unfurled her standard to the air, 
She tore the azure robe of night. 

And set the stars of glory there. 

The sanguine sunrise,'''' with his meteor eyes. 

And his burning plumes outspread. 
Leaps on the back of my sailing rack. 

When the morning star shines dead. 

The little brook ''^ heard it, and built him a roof. Man's glory heaven ''^ vouchsafes 
to call her own. Look not on Nature,^" for her name is fatal. Time,^^ my lord, hath 
a waUet on his back, wherein he puts alms for obhvion. Grim Darkness ^^ furls his 
leaden shroud. The Sun^^ holds his fiery course through mid-heaven. The moon^* 
sheds her pale light on that dismal battle scene. The Vices ^^ are but Virtues *^ there, 
each named by her victim here. The earth ^'^ in its Eden glory must have been a de- 
lightful sphere. 

" Oh happy Moon," ^^ the lady said, 
"Men love thee for thyself." 

Everybody's thinks for himself. The fox^" ran in his den. The fox^i hid in it& 
hole. Every one ^^ has his faults. The jury ^^ gave in its verdict. They are friends ^* 
of mine. James and Henry are my cousins.^^ Mary and Blanche are my cousins.^® 
James and Blanche are my cousins.^'' They are teachers. ^^ Both women are par- 
ents.93 The eye ^"^ was the first of artists. I am thy father's spirit. ^^i The dark- 
ness ^02 waved wider its sable wings. 

A little child, M3 dear brother Jim,!"* 
That lightly draws its breath. 

And feels its life in every limb. 

What should it know of death? — Wordsworth. 

The thunder 'o* 
Winged with red lightning ^"^ and impetuous rage. 
Perhaps has spent his shafts. — Milton. 

Love '""^ in my bosom like a bee 
Doth suck his sweet ; 



THE WORDS CLASSIFIED. 415 

Now with his wings he plays with me, 
Now with his feet. — Lodge. 

Thou SuDjios said I, fau- Ught ! 
And thou enlightened Earth, ^^ so fresh and gay! 
Ye hiUs ^^^ and dales,i^i ye rivers,^!^ woods, ^'•^ and plains,^^** 
And ye that live and move, fair creatures,ii^ tell. 
Tell, if you saw, how came I thus, how here? — Milton. 

This same child "^ is he who reigns. Upon this. Fancy ^''^ began to bestir herself. 



DEMONSTRATION IV. 



FACT MATTER: 

a. Person. — That distinction of nouns and pronouns which indicates 
which part of conversation is taken. 

b. First Person. — That part represented by the speaker; as, I, we, me; 
We boys took the apples. 

C. Second Person. — That part represented by the person or thing 
spoken to; as, thou, you; O mighty Caesar, dost thou lie so low? 

d. Third Person. — That part represented by the person or thing- 
spoken of; as, he, they; What is man? 

OBSERVATIONS : 

a. Graiveviatical Person =P art in Conversation. — Let the student 
perceive, if he can, that language represents things, not as they really are, 
but only as they are thought to be. Language is the foot-prints of the 
thought, not of the things represented by the thought. In " The sun holds 
his fiery course through mid-heaven," we parse sti7i as masculine, not because 
the thing named is really a male, but because the sentence represents that 
thing as a male. In "Jam not John," we parse John in the third person, 
not because he is really in the third part of the conversation, but because 
the language represents him to be in that part. As a fact, John is in the 
same part as I. But while the thought represents I to be in the first part, 
it represents John to be in the third part ; and we parse, as by the language 
things are represented to be, not as they really are. 

In conversation, each moment some one takes the part speaking, one 
takes the part spoken to, one the part spoken of, which are all the parts pos- 
sible. In "Jam not John," Jis of the first part, or person, John of the third 
part, the part spoken of. If we change to "Jam John," John does not 
change parts, but is still in the part spoken of, the third person. John is, 
in fact, the same object as J, but the thought puts it in a different conver- 
sational part, or person. 



416 THE SYSTEM METHOD. 

b. A command or entreaty usually employs the second person; but a 
wish or act of ordination commonly makes use of the third person. Ex- 
amples of the third person are, — 

Wish. Act of Ordination. 

1. God he with you. 1. Be it enacted by the assembly. 

2. So help you Ood. 2. Hear he that hath ears. 

3. The heavens speed thee in 3. Be it known to you, etc. 
thine enterprise. 

C. The third person is often put for the first. In the invitation to his 
birthday party. Master Henry writes: "Master Henry C. French requests the 
pleasure of your company to his birthday celebration, etc.;" "Your 
daughter pleads; hear, O my father." 

Prog. IV: /. Class of Noun. 2, Person. 3. Number. 4. Gender. 5. Personification. 

a. Common. a. First. a. Singular, a. Masculine, a. Personified. 

b. Proper. b. Second, b. Plural. b. Feminine, b. Unpersonifled. 

c. Third. c. Neuter. 

d. Common. 

PARTICULARS : 

Nero 1 was a tyrant.^ Children,* obey your parents.* Philip,^ thou art a man.^ 
I, John,' saw. I have loved thee, ocean.^ O trouble,^ would I had never known 
thee! Ellen,^" tell your sister" to come home. "We are strangers. ^^ Thou, God,i^ 
seest me. I, Paul,i* have written it. This is the stone ^^ which was set at naught ^'^ 
of you builders.!' Thou, Harry,!® art a wicked fellow.!^ What ailed thee, O thou 
seaj^" that thou fleddest ? I am the physician.^! Worship thy Creator, 22 God; and 
obey his Son,'-^^ the Master,^* King, 2= and Saviour ^^ of men. Many evils ^^ beset us 
mortals.^® Fellow citizens, ^^ this occasion is a portentous one. Rome*" was a city^i 
of fame.^^ We are cowards.** Love ** denies rest *^ to my soul,*^ and slumber*' to 
my eyes.*® Coming events *^ cast their shadows *" before. Time *^ writes no wrinkles ^^ 
on thy azure brow.** The snow-drifts** lie breast-high in the fence-corners. "'^ The 
school-boys*^ run to the play-ground*' with joyful hearts.*® His penknife*^ lies 
beside the inkstand 5*' on his study-table. ^^ More than a hundred childi'en's ^^ q^^^i. 
dren ^* rode on his knee.^* 

They shook the depths ^^ of the desert gloom,^^ 
With their hymns ^' of lofty cheer.^® 

I am John.^^ I am not John.^" I am your friend.^i Somebody ^^ ring the bell.^^ So 
help you God.^* The heavens^ speed thee in thine enterprise.^^ God^' be with you. 
Hear, every man ^® that hath ears.^^ Be the wretch '" hung. Tour d&ughter '^ pleads ; 
hear, O my father. '^ Master Henry C. French '* requests the pleasure '* of your com- 
pany '^ at his birthday celebration,'^ etc. 

Kneel thou down Philip," but arise more great; 
Arise Sir Richard'® and Plantagenet." 

night ^° and darkness ! ®! ye are wondrous strong. 



THE W0BD8 CLASSIFIED. 417 

DEMONSTRATION V. 



FACT MATTER: 

a. Case. — The form and posture of a noun or pronoun as a part of 
the sentence whole. (See Demonstration XXV., g.) 

b. Nominative Case. — That form and posture by which a being may- 
be asserted to exist; as, I exist, we exist, he exists, John exists. Observe that 
we do not say. Him exists. It grates upon the ear, and is never sanctioned 
by good autliority. Putting him in place of he is like putting the eye in place 
of the ear; it does not "fit." 

C. Possessive Case. — That form and posture which indicates owner- 
ship, sometimes origin or kind; as, my knife, our farm, sun's heat, boys' fun. 

d. Objective Case. — That form and posture which indicates the ob- 
ject or end of action; as, I struck him; I struck at them. 

e. Rule XIII. — The Apostrophe (') and s is added, — 

1. To singulars not having the same form for the plural; as, boy's hat, 
Peter's book, Milton's Allegro, General Gates's command, Pierce's grammar, Harris's 
Hermes, coekatricc's den, Moses's writings. 

2. To singulars having the same form for the plural; as, a sheep's fleece, a 
deer's horns. But the J') should be placed after the s in forming the possess- 
ive plurals; as, sheeps' fleeces, a load of deers' horns. 

3. To plurals unlike their singulars and not ending in s; as, men's, chil- 
dren's, oxen's, geese's. 

4. To the last part of any sort of a compound or complex name or sub- 
stantive phrase; as, Ralph Waldo Emerson's writings; my step-father's residence; 
my brother-in-law's place; the Secretary of the Interior's office; everybody else's bus- 
iness; the president of the society's pleasure; the lawyer, Henry Felix's library; 
Henry the Eighth's honor; sergeant-at-arm's duty. 

5. To the last name in a series denoting joint possession; as, Beaumont and 
Fletcher's plays; Reed and Kellogg's grammars. 

6. To each name in a series denoting separate possession; as, Webster's and 
Worcester's and Murray's dictionaries. 

f. Rule XIV. — The apostrophe (') only is added, — 

1. To abstract nouns that never take the plural ; as, for conscience' sake ; 
for goodness' sake ; for righteousness' sake ; for justice' sake ; for peace' sake. 

3. To plurals ending in s ; as, girls' hats, Pharisees' self-conceit, soldiers' 
hardships, eagles' wings, angels' visits, justices' warrants. 

g. The Case Determined. — Any child ten years old may learn eas- 
ily to determine the case. First, let the student fix in mind the following 
forms of the pronouns with their cases. Thej^ must be immovably fixed in 
the memory. The following forms of Be must also be thoroughly memor- 
ized: — 

27 



418 THE SYSTEM METHOD. 

Nominative: I, he, we, they, who. Forms i Am, art, is, are. 
Possessive: my, his, our, their, whose. -j Be, been, being. 

Objective: me. Mm, US, them, whom. 0/ -Be. (Was, wast, were, wcrt. 

Next he must fix in the memory, likewise, — 

h. The PRINCIPX.E OF "Be and Same Meanings." — This is by all 
odds the most important principle in grammatical science. The student 
that fails to grasp it, must certainly fail of real progress in grammar, 
whoever comprehends it may reasonably hope for the highest success. It 
is this : Names separated by a verb to Be and meaning the same thing, are in the same 
case: as, lam John; My name is Hassan; We took him to 6e Henry; He might have 
ieen elected president. The verbs to Be are those given above (see g). They 
are am, art, is, are ; he, teen, leing ; was, wast, were, wert. 

i. Directions to Determine the Case. — 1. Apply the possessive 
test, namely, tho ('). 

2. Substitute the pronouns, thus: I, my, mc; he, his, liim; we, onr, us. 

3. Aj)ply the principle of " Be and Same Meanings." 

j. Application op the Tests. — If the student has mastered the prin- 
ciple of "Be and the Same Meaning," it is believed that he will have no 
diificulty in deciding the most difficult questions of case. 

a. Apjilication 1st. — Take Mary in the sentence, "Mary thought Henry to be 
James." The student will observe, — 

1. That Mary has no (') added, and is not, therefore, possessive ; 

3. That we say "/thought," not "me thought." Now, since /is nom- 
inative, and we can substitute it for Mary, we conclude that Mary also is nom- 
inative. Again, take Henry. We see, — 

1. That Henry has no ('j, and is not possessive ; 

2. That we say "Mary thought me," not "Mary thought /." Now. 
since me is objective, and we can substitute it for Henry, we conclude that 
Henry also is objective. Once more, take James. We observe, — 

1. That James is not possessive ; 

2. That we are in doubt whether we say "Mary thought Henry to be 
/" or " Mary thought Henry to be me." But we see, — 

3. That James means the same thing as Henry, from which it is separated by 
be. By direction 3d, therefore, we conclude that James is objective. 

b. Application 2d. — In the sentence, "James is supposed to have been 
elected president," we may observe, — 

1. That James is not possessive, since it has no C) ; 

3. That we say "lie is," not ''Mm is." Now since he is nominative, and 
we can substitute it for James, we conclude that James is also nominative. 
Again, we see, — 

1. That president is not possessive ; 

2. That it means the same thing as James, from which it is separated by 
is and been. Hence, by direction 3d, we know that president is nominative. 

c. Application 3d. — In "The gate is three feet high," we see, — 
1. That gate is not possessive ; 



THE WORDS CLASSIFIED. 419 

2. That we say "he is," not " Ms or him is." But since Jte can be substi- 
tuted for gate, we know that gate also is nominative. Again, we observe, — 

1. That feet is not i^ossessive ; 

2. That it is separated from gate by be, but that it does not mean the same 
thing. Hence it is not in the same (nominative) case. We conclude, there- 
fore, — 

3. That feet is objective. 

OBSERVATIONS : 

a. Excepting such abstract singulars as are enumerated above in Rule 
XIV., 1, which do not take the plural form, the most judicious usage adds 
an additionai s to all singulars ending in s or s sounds ; as, Moses's writings, 
Peleus's son, Adams's ex^jress, Otis's letters, Princes Island, a justice's war- 
rant, King James's edict, Jir. Williams's oration. (See b below.) 

b. Since the pronunciation of possessive names formed by adding 's to 
singular nouns ending in the sound of s or s (as, justice's, Peleus's) is iden- 
tical with the pronunciation of the plurals formed by adding es to the same 
names (thus, justices, Peleuses), to reject such a possessive would be to 
reject also this corresponding plural. But, with both the odds of authority 
and the common practice of good authors in favor of 's, it is more wise 
to decide in favor of the plural in es, than to employ the plural but reject 
the possessive on the ground that the succeeding s's renders it difficult of 
pronunciation, when the same sibilant sounds must needs render the plural 
equally difficult. 

C. In parsing such expressions as "The Secretary of the Interior's of- 
fice," to show the construction of the words separately it is necessary to 
transfer the 's to the name of the real possessor, thus making the possess- 
ive Secretary's and leaving Interior in the objective case with of. In the 
expression, "The lawyer, Henry Felix's library," the 's is supplied thus, 
lawyer's; which is then parsed like Henry Felix's — in the possessive. 

d. The noun limited by the possessive is often understood, and must 
be supplied in systematizing or parsing, to complete the grammatical con- 
struction ; as, Bonaparte relied on his own sense, and did not care a bean 
for other people's [sense] ; We found him at Mr. Tomlinson's, the druggist. 

e. In systematizing the possessive in such expressions as "She is a 
wife of my brother's," " O, I see that nose of yours," "That is a picture of 
my /a^/ifir's," some word, as having, oicning, possessing, making, composing, 
must be suj)plied to complete the grammatical construction : She is a wife 
of my brother's having ; O, I see that nose of your having ; That is a picture 
oi -my father's owning, or ol -mj father' s making, according to the meaning 
intended. This possessive with of forms one of the most beautiful and 
forcible idioms in the English language. 

Prog. Y: 1- Number. 2. Gender. 3. Case. 4. Case Determined by. 

a. Singular. a. Masculine. a. Nominative, a. The apostrophe. 

b. Plural. b. Feminine. b. Possessive. b. Substituting pronoun. 

c. Neuter. c. Objective. c. Be and Same Meaning. 

d. Common. 



420 THE SYSTEM METHOD. 

FABTICULABS : 

An idle brain ^ is the devil's ^ workshop. ^ He was paid money.* Homer 5 is 
Btyled the prince * of poets. '' He caused himself to be proclaimed king. ^ She wan- 
ders an outcast. ^ Let us make man. i" I do not care a straw. ^^ James ^^ became a 
good lawyer. '^ They found the party i* to be Henry, i^ The potatoes ^^ measured a 
bushel. " He was made leader, i^ We were taught a lesson, i^ The hat 2'' is worth 
a dollar. ''■^ The wall ^^ is three feet ^^ high. Let the angels 2* be our guides. ^^ She 
is worth him and aU of his connections. ^^ He was called Caesar. ^7 Let high-born 
seraphs "8 tune the lyre. ^9 Tom^" struts a soldier, ^i John Bunyan^^ was the au- 
thor ^^ of Pilgrim's ^* Progress. ^^ The general^® was saluted emperor. ^^ She walks 
a queen. ^^ Pitticus ^' was offered a large sum *" by the king. *i Lady Jane Grey *^ 
fell a sacrifice ^* to the wild ambition ** of the duke *^ of Northumberland. ^ He 
remains an idler *'' in the street. ^^ She was promised* the jewels. *9 I was asked a 
question. ^" The court ^^ would not have tried the man, ^2 if he had not broken jail. ^3 
They are called cannibals. ^* They yawned their jaws ^^ out of joint. ^^ She seems a 
goddess." You wiU dance a jig.** He danced his feet^s tired. The king 8" is a 
child. ''I They wept their eyes*^ blind. My name ^* is Hassan. ^^ He returned a 
friend ** who came a foe. ^^ She wrings the clothes *'' dry. It would be a romantic 
madness ^^ for a man 69 to be a lord '° in his closet. ''^ It is like silver. ^2 To 
reign is worth ambition. '* I discovered him to be a scholar. '* The Lord '* sitteth 
King'''' forever. I am the true vine, " and my Father's is the husbandman. '^ Sir 
Philip Sidney 80 lived and died the darUng^i of the Court. ^^ A mother's "^ tender- 
ness •** and a father's®* care ^^ are nature's 8' gifts *® for man's ^^ advantage. '■"' 

By such a change, ^^ thy darkness ^ is made light, ^^ 
Thy chaos ^* order, ^5 and thy weakness ^^ might. ®' 

I have an Emerson's ^^ and a Greenleaf 's ^^ arithmetic.!"" And I thy victim i"! now 
remain. To thy own dogs,io2 a prey ^"^ thou shalt be made. I was eyes i"* to the blind, 
and feet i"* was I to the lame. He appears the upholder ^^^ of aU. that surrounds him. 
Our mistakes iw are permitted to be instruments i"® of good ^^^ to us. A sect ii" of 
freethinkers 111 is a sum^i^ of ciphers, i^* He fell a victim ^i* to his passions. ^^^ ^ 
few years "^ is a matter of little consequence."^ About one dollar i^^ was paid me. 
Can an adverb "^ ever be an attribute ? ^^o The reciprocal ^'^^ of a quantity 122 is 
unity 123 divided by that quantity. Light i-'* was called day. i-* This man i^e is now 
become a god. i^t What, Celso, I'^s thou turned courtier 1 129 The forces 1^" and the 
resistances 1^1 are Nature's, i^^ He came a foe, 1^* and returned a fi-iend. 1^* Lord 
Darnley 1^* turned out a dissolute husband. 1^^ The Atlantic Ocean i^' is three thou- 
sand miles 12® wide. Six i^^ and three 1*" make nine. 1*1 A man "* comes to measure 
his greatness 1^^ by the regrets, ^^ envies, 1** and hatreds ^^ of his competitors. ^" — 
Emerson. The angels 1*® that dwell with them, and are weaving laurels i*^ of life 1*° 
for their youthful brows, 1*1 are Toil, i*^ and Want, 1*^ and Truth, and mutual 
Faith. 1** — Id. He loved the tall deer '** as if he were their father. 1*^ We are a 
people 1*' yet. The Japanese 1^® are a very jealous people, i*^ Where are the Pla- 
toes 1®" and the Aristotles 1^1 of modern times ? 1^2 Christianity 1^^ was formerly prop- 
agated among the heathens, i^* We sold two dozen eggs, i^s No pains 1^^ is taken. — 
Pope. 16' Here these ill news. 1^* — Sfiakspeare. i^^ They hate us youth, i'" — Jd. She 



THE WORDS CLASSIFIED. 421 

was named Penelope. "^ He caused himself to be proclaimed king. ^'^ Hortensius 
died a martyr, i" A man should not be a silkworm, "* nor a nation ^'^ a tent "^ of 
caterpillars."' 



DEMONSTRATION VI . 



FACT MATTEB : 

a. Principle II. — A noun or pronoun after "being" or "to be" 
IS NOMINATIVE, except when meaning the same thing as a preceding object- 
ive; then it is objective by "Be and the Same Meanings." <'See Demon- 
stration v., h.) 

1. This principle constitutes Principle II. of syntax. (See Demonstra- 
tion XXVII.) Against it there has ever been a frivolous objection. Er- 
roneous in itself, the objection is unworthy attention; but as a lurking error 
imposed upon learners by writers of high repute, it deserves the more se- 
verely to be condemned. I quote from Goold Brown alone, since from him 
most other good grammars used in this country have adopted the error. 

" When a noun is put after an abstract infinitive [to be] that is not 
transitive, it appears necessarily to be in the objective case, though not 
governed by the verb [to be] ; for if we supply any noun to which such in- 
finitive [to be] may be supposed to refer, it [the noun supplied] must be 
introduced before the verb [to be] by the preposition for; as. To be an En- 
glishman , . . is no easy matter; that is. For a traveler to be an English- 
man . . . is no easy matter." — Grammar of English Grammars, t^. 52S. 

a. Mr. Brown exhibits much ignorance of what is scientific in gram- 
matical science, by presuming to explain the sentence, "To be an English- 
man is no easy matter," by explaining another very diflierent sentence, " For 
a traveler to be an Englishman is no easy matter." And should he succeed 
to perfection in proving Englishraail to be in the objective in this, he would 
have no shadow of proof to offer that Englishman is not nominative in that. 

b. It has been elsewhere clearly established that, " supplying, in pars- 
ing or systematizing or ' analyzmg,' is justifiable only to show the whole 
grammatical construction — ^justifiable only for the purpose of filling out the 
sentence whole." Hence, before arrogating to himself the privilege to sup- 
ply a word or words, our venerable grammarian must demonstrate that the 
construction of Ens;Iishraan cannot be determined and explained without sup- 
plying such words. This he nowhere makes any attempt to do; and thus 
is he justly chargeable with the commonest of scientific blunders, that of 
assuming the very fact which he sets out to prove. 

c. But were the assumption not unjust, the effort at argument is en- 
tirely fruitless. For, on page 623, he informs us that to be is, in reality, the 



422 "THE SYSTEM METHOD. 

subject of the proposition, "To be an Englishman is no easy matter." 
Then traveler cannot be governed by to b«, for he himself says that to be is the 
subject of is. Traveler cannot be governed by, or have any grammatical 
connection with to be, for these reasons, which he unwittingly announces 
himself: 1. It is in the objective, which case the intransitive verb does 
never govern; 2. It is introduced by the preposition for, and is of necessity 
the object of that preposition, which otherwise could not be what he de- 
clares it is — a preposition. Now, since Mr. Brown has shown us that trav- 
eler is not governed by to be, and that it is the object of the preposition for, 
and that prepositions have an antecedent term as well as a subsequent term 
(p. 435, Obs. 2), and that the antecedent term "often comes" after the 
preposition and its object, even "at a great distance" (p. 435, Obs. 6), let 
us ascertain whether the antecedent term to for, may not be found just where 
he says it often is; namely, "after the jireposition and its object" (after for 
and traveler). To do this, our author says (p. 683, Obs. 2), " Place the in- 
terrogative wM< before the preposition." Following these directions, doing 
impartial justice at every step and no violence anywhere, we have the ques- 
tion, "What for a traveler?" to which the only answer possible is, " To be 
an Englishman is no easy matter 'for a traveler.'" Thus it is proved, by 
Mr. Brown's own direction and agreement, that the antecedent term to for 
is matter. And thus do we see that the "noun [traveler] to which the infin- 
itive [to be] was supposed to refer," has no sort of grammatical reference or 
connection with to be, but, on the contrary, is the object of the preposition 
for, by which it is utterly separated from the verb to be, and joined to the 
noun matter, " at a great distance " after! 

Hence, supplying the noun traveler, by which unwarranted assumption 
Mr. B. sought to prove Englishman to be in the objective case, proves noth- 
ing so far as Englishman is concerned, since traveler has, as Mr. B. is forced 
to admit, and finally to agree, no manner of grammatical connection with 
Englishman! which is still left as completely unexplained as before he had 
written a word. 

The principle by which the case of Englishman is to be determined is this: 
Whatever cannot be proven to be objective and has not the possessive sign, 
is nominative. " Nominative means ' naming ; ' and when we merely name 
an object, we put the name in the nominative, or naming, case. And ev- 
ery relation not expressed by one of the other cases, is expressed by the 
nominative case. Thus the noun is in the nominative case when it is inde- 
pendent of any verb, or when it is in the predicate [as in " To be an En- 
glishman is no easy matter"], and is not the object of a transitive verb or a 
j)reposition." — Noble Butler. 

2. Professor Hart and others think the argument from the analogy of 
the Latin competent to put Englishman in the objective case; to which it will 
be more than ample to reply that the analogy of the German, which lan- 
guage is more closely allied to the English than the Latin is, would put it 
in the nominative. 



THIS WORDS GLASSIFIEl). 423 

b. Principle III. — A noun or pronoun directly attached to an- 
other, AND SIGNIFYING THE SAME THING, IS IN THE SAME CASE BY APPOSI- 
TION (apposition = close position); as, Milton, tlie poet, "was blind; The apostle 
Paul persecuted the Church. 

Prog. YI: 1- Number. 2. Gender. 3. Case. 4. Case Determined by. 

a. Singular. a. Masculine. a. Nominative, a. The apostrophe. 

b. Plural. b. Feminine. b. Possesi?ive. b. Substituting pronoun. 

c. Equivocal, c. Neuter. c. Objective. c. Be and Same Meanings. 

d. Common. d. Apposition. 

e. After Beincj or to Be. 

rARTICULABS : 

The learned pagans ^ ridiculed the Jews ^ for being a credulous people.' His being 
a lawyer* was no reason^ for supposing him to be a rascal.^ There is no mistake 7 
about his being the man.^ To be an Englishman^ in London, ^^ a Frenchman ii in 
Paris,^^ a Spaniard '^ in Madrid/*' is no easy matter.'^ I must be taught in order to be 
a gi-ammarian.'6 He went out mate/^ but returned captain. ^^ To be an eloquent 
speaker/^ in the proper sense 2° of the word,^^ is far from being a common or easy at- 
tainment.^''* What made Luther ^^ a great man '^"^ was his unshaken reliance ^^ upon 
God.-'5 It is almost as hard a thing '^^ to be a poet^^ in desi^ite^'-* of fortune,'" as it 
is in despite of nature.^^ I regard him as being a wise man.^^ ' T is most just that 
thou turn rascal.^' I had a suspicion ^' of the fellow's''^ being a swindler."^ He was 
taken no notice ^'' of. My being his father '^^ was the cause "^ of my great anxiety.'*" 
Edgar's *i having become a candidate*^ changed his whole demeanor.** A better 
proof** of his being a fool*^ is not wanted. Five*" less two*^ are three. *8 They ob- 
jected on account*" of his being a lawyer.^" The farm^i was talien possession ^^ of. 
The cakes ^^ were done liberal justice =* to. He was refused the protections^ of the 
law.s" He conducted himself as an honorable man.^' The most sacred things ^^ 
may be made an ill use^" of. When the quantity"" is taken twice as a factor,"^ the 
product "2 is called the second power."* It was added as an appositive."* The pro- 
gram's j-eads, Music,"" Toasts,"'' Supper,"^ etc. I consider Dr. Johnson"" as an excel- 
lent moralist.''" Under the Roman law,''i every son " was regarded as a slave. ''•'^ The 
warrior''* fell back upon the bed'^ a Hfeless corpse.''" The Duke''^ of Norfolk's'^ 
park '^ in Sussex is fifteen miles ^" in circuit.^' 

Kneel thou down Philip, ^2 but arise more great: 

Arise Sir Richard **3 and Plantagenet.^* 
Ye shall be as gods.^^ jj^ ^g^^ q^^ j^g mate,*" and came back captain.**^ Plato ^^ and 
Aristotle *s are caUed the two head springs ^" of all philosophy. 'Ji He came a foe,^^ and 
returned a friend.^'* Lord Darnleyi** turned out a dissolute and insolent husband."5 
Sir Phihp Sidney '■'^ hved and died the darling ^^ of the Court, and the gentleman ^^ and 
idol 39 of the time. The tadpole, i"" or pohiwig,!"' becomes a frog.i"^ John,'"^ the dis- 
ciple,"* lay on his Master's breast. The petals ^"s of the daisy lor; (day's-eye) i"^ close at 
night and in rainy weather. He spake as one "* having authority. i"'' One and a hah 
times 11" one '" is one "■- and a hah."'* 



424 THE SYSTEM METHOD. 

DEMONSTRATION VII . 



FACT 3IATTEB: 

Grammar is the science of constructing sentences; just as architecture 
Is the science of constructing houses, bridges, etc. In civil architecture, 
the unit of study is the building-part; in grammar, the unit of study is the 
sentence-part, the word. And we are to study, first, these parts, the mate- 
rials out of which the sentence is constructed. Of these, the most impor- 
tant are the name and the verb. Two parts are essential to the structure of 
any sentence; namely, a name and a verb. Because the verb is one of the 
structural parts essential to the sentence, and because most adjectives and 
relative pronouns are in some way dependent upon, or identified through, 
the verb, it is by odds of reason and advantage investigated or studied be- 
fore the adjective and the pronoun. The bones and muscles are studied 
before the lacteals and blood-vessels, etc., because they are the stays of the 
lacteals and blood-vessels. The noun and verb are studied before the 
other "parts of speech," because they are the stays of all these parts of 
speech. The verb is studied before the pronoun, because the chiefest mark 
of one class of pronouns (relatives, see Demonstration XV.) is that it forvis 
a link between the verbs. Thus the natural order takes first the two verbs, 
then the link (pronoun) between them; not first the link (pronoun) and 
then the things linked. The natural order takes first the two bones, then 
the link (muscle or ligament) between them; not first the link (the liga- 
ment), then the things linked. 

The parts essential to a building are those to which accessory, or de- 
pendent, parts are attached; namely, the foundation and other main timbers. 

The parts essential to a sentence are those to which accessory, or de- 
pendent, parts are attached; namely, the noun and the verb — the "principal 
elements." Now because, in the architectural structure, all other parts are 
attached to and made by these essentials (the foundation and other main 
timbers), therefore they (the essentials) must be first studied and under- 
stood. And because, in the sentential structure, all other parts are attached 
to and made by these essentials (the noun and the verb), therefore they 
(the essential noun and verb) must be first studied and understood. And 
so on. But the items of fact matter to which the student's attention should 
be first called, in the study of the verb, are, — • 

a. Verb. — A word that asserts the progress or completion of action; 
as, He sees, he saw ; The child falls, the child fell. 

b. A Regular Verb. — One that takes ed added to the simplest form of 
the verb; as, walk, walk-ed; lift, lift-ed. 

e. An Irregular Verb. — One that does not take ed added to the sim- 
plest form of the verb; but usually changes the sound of the base vowel; 
as, see, saw; eat, ate. 



THE WORDS CLASSIFIED. 425 

d. Principal Parts. — Those parts most frequently used; as, see, saw, 
seen; go, went, gone; eat, ate, eaten. 

e. The principal parts are found by reading the verb into the follow- 
ing blanks: — 

1. I now; and this part is the imperfect tense. 

2. I yesterday; and this part is the perfect tense. 

3. I have ; and this part is the passive participle. 

f. Observe that when we change love to loving, final e is dropped by 
Rule V. for spelling. In the same way, when love is changed to loved, final 
e is dropped and ed added by the same rule for spelling. 

g. Tense. — That property of the verb that certifies whether the action 
is represented to be begun and finished, or only abiding. 

h. Imperfect Tense. — That form used to represent the action as 
unended and abiding in fact. It is the simplest form of the verb. Thus in 
"God is wise," the imperfect is represents the wisdom of God to be un- 
ended and to abide in fact. So in " Goldsmith writes excellent poetry," the 
imperfect writes certifies, not that the action abides yet, but that the fact yet 
abides. Again, in "Mr. Russell goes to Chicago next week," goes certifies, 
not that the action is now going on, but that the fact of his going now 
abides. 

i. Perfect Tense. — That form of the verb which represents a real or 
supposed event as ended and completed. In the sentence, "God created 
the world," the perfect tense created shows the act of ci'eation to be ended 
and completed. 

j. The following formalized words have so far departed from their 
original radical sense that students will find it altogether necessary thor- 
oughly to memorize them with their tenses. Let these forms be so thor- 
oughly committed that they can never be forgotten : — ■ 

Imperfect. Perfect. 

Will would. 

Shall should. 

Ought ought. 

Thus the principal parte of either may or migllt are may, might; of can or 
could, the principal parts are simply can, could; etc., etc. 

k. Why are "imperfect" and "perfect" the proper names to 
apply to what are called the tenses? — Because they are congruent with the 
nature of grammatical tense; whereas "jiresent" and "past" are incongru- 
ent with the nature of tense. The name " past tense " misleads the student 
by suggesting the false idea of past time. But this tense (more properly 
called the "perfect") does not refer to past time, but to finished, or per- 
fected, action. (See "The Correct Theory of Tense," a, b, c, d, e, f, pp. 
384 and 885.) " Perfect tense " is the proper name. It is a very fitting 
one, since "perfect" directs to the true nature of the action as completed. 



Imperfect. 


Perfect. 


May 


might. 


Can 


could. 


Must 


must. 



426 THE SYSTEM METHOt). 

finished, perfected. "Present tense" is objectionable; for "present" does 
not suggest the real character of the action as unfinished, or imperfect. 

1. Is NOT THE TENSE to be determined from the verb's signification as 
to time? — No; read carefully "The Correct Theory of Tense," jDages 584 
to 388. 

Prog. VII: I.Verb. 2. Principal Parts. 3. Regularity. 4. Tense. 

a. Imperfect tense, a. Regular. a. Imperfect. 

b. Perfect tense, and b. Irregular. b. Perfect. 

c. Passive participle. c. Equivocal. 

FABTICULABS : 

She can ' play.^ Sarah has ^ written * a letter. I love ^ to see ^ the sun shine.' 
Has 8 he come? » They were ^o reading ^ the book. America was i^ discovered i^ by 
Columbus. She had^* gone^^ to walk.^s If you wish,^'' I wiU accompany i8 you. 
She must ^^ learn 2" her lesson. She hoped ^^ to have ^^ gone.^^ I would 2* not have '^^ 
believed ^g it. Did ^7 you lose ^* your umbrella? Milton wrote ^^ Paradise Lost. The 
king was s" concealed ^i in a tree. He should ^8 have ^3 told 3* the truth. The burglar 
might 35 have ^6 been" arrested.^s jjg has 3'' found '«' his knife. The army en- 
camped *i by the river. He should ^^ have ^^ come *^ home. Were ^^ i rich, I would ^^ 
purchase*' that property. Do ^^ let *^ me go ^^ to the picnic. I had ^i been ^^ taught.^^ 
The letter wiU 5* havens been ^s written.^' You might ^s study.59 The man loves «" to 
see^i it rain.^2 He ought ^^ to have^* goners home. He should ^^ be^T more indus- 
trious. He has ®^ invented ^3 a velocipede. The army will™ be '^ disbanded. '^ The 
ship wiU'^ have'* arrived'^ by that time. The sun has'^ arisen." That villain 
may '8 have'^ stolen s" my knife. Tou might ®i have ^^ seen ^^ the menagerie to-day. 
The assassins, having s* been ^ condemned,*'' were *' executed.*^ Ought ^^ I to study 9" 
grammar? The ship would ^^ have^^ becn^^ sunk,^* had^^ not the storm abated. ^^ 
The coi-n should 3' have 9* been 99 husked w before the rainy season. The lion isi"! 
subdued.i°2 To-morrow is '"^ Thursday. Mr. RusseU goes i"* to Chicago next week. 
When the mail arriveSjio^ -we shall 'os hear lo' the news. He wiU "'•'' go.io^ The pupils 
did 110 succeed.iii A Mon is "^ subdued. ^^^ j would m study "^ if I had i^s my book. 
I shall 11' see 118 him when he comes.n^ Hadi^" not the storm abated, i^i the ship 
would 122 have 123 been 12* sunk. 125 I had 126 better go.i^' Henry could i28 speak i29 
fluently. He may i^" return i^i to-morrow. The ship sails i32 next week. Has i33 it 
been 13* decided? > 35 gg kept i^s shipping i3' the horse. The pupils cani38bei39 
taught.i^o We soon shall 1*1 reach 1*2 the boundless sea. The poor must i*3 work i" 
in their grief. I could i-^5 not learn i*'' that lesson. Clarence has "' been i*^ chosen i^'-* 
captain. They might i^o have i5i finished 1^2 their task yesterday. The Indians are i53 
fast disappearing.15* John would i^" havei^^ avoided i^' meeting i58 him, if he 
could 159 havei''* donei^i so without being i''2 called 1^3 a coward. Thy fame hathii^* 
preceded i*'^ thee. Liars should i^^ have i''' good memories. You should i''^ have i''' 
beeni'" working. I'l The danger might "2 havens been"* avoided.i'5 I shall "6 
bei'^' contented.1'8 The farm was i'9 sold.i^" Stars have 1^1 disappeared. 1^2 Times 
will 1^3 surely change.i^* If I should i^5 go^iso you would 1^' missi^^ me. The cock 
shaUi«9 not crowi-'" tiU thou hasfi^i denied 192 Me thrice. He willies become i^* 
discouraged 195 before he hasi^^ thoroughly tried i9' it. Thou hasti98 neglected 199 thy 
duty. They did 200 testify 201 the truth. We should 202 have203 been 20* contented.205 



THE WORDS CLASSIFIED. 42^ 

Your conduct did^os excite 2'"' disturbance. I could ^os break *^°9 that bar of iron. 
They may^i" have^" forsaken ^^^ their friends. They did^is make ^1* a villainous 
appearance. Would -^^ they deliver '^i" the message? Did^i''' we circulate ^i* our 
opinions too freely ? I did ^^^ only dream. ^^o j g^^^ 221 Absalom hanged ^'^ in an oak. 
The sick man, having ^^^ been^^* sleeping ^^^ for some time, awoke ^^^ in an improved 
state. We did^^'^ esteem ^^8 i^jqj smitten ^29 of God. The character of the man, 
having^"* been^^i ascertained,"^^ caused ^^^ his disgrace. Did^^* you return? ^35 
He goes^^^ to the city to-morrow. There she would ^37 sit"^^ and weep ^"^ for hours. 
If he sees 2*0 the signal, he wiU^n come.^*^ We must^*^ go^ii to-day. I can^*^ 
pay 246 you next week. I will 2*7 pay 2*8 you next week. Has 2*9 he received ^^o his 
pension? We shall 251 hear 253 the news when the mail arrives.253 I wish 25* to 
see 255 him before he goes 256 to the city. The pupils certainly did 257 succeed. '■^58 jf j 
had 259 my book, I would 26O study.26i If ye loved 262 Me, ye would 263 keep 26* My 
commandments. The lion is 265 subdued.266 The laws are 267 to be 268 obeyed. ^^9 
Has 270 it been 271 decided? 273 piato reasons 273 well. The ship sails 27* nest week. 
He can 275 pay 276 to-morrow. 

What nature has 277 denied,278 fools will279 pursue.289 — Young. 

I had 281 rather be 28" a kitten and cry 283 mew 

Than one of these same ballad-mongers. — Hhakspeare. 



DEMONSTRATION VIII. 



FACT MATTER : 

a. Form is the basis of every grammatical property. In any language 
not having a change of form to mark the action expressed by the verb as 
continued or completed, there can be no such thing as tense is in English. 

b. The imperfect is the simplest form, or root-form, of the verb, 
and may always be known, except in the participial mood, by its taking to 
before it as a test; as, to love, to eat. We can write or spell to love, but not 
to loved; to drink, but not to drank; since neither loved nor drank will justify 
with to. 

C. The perfect tense of regular verbs may be known by its adding 
ed to the imperfect; thus: — 

Imperfect. Perfect. - Imperfect. Perfect. 

Trust trusted. Drop dropjDed. 

Hope hoped. Carry carried. 

E is first dropped from hope, by Rule V. for spelling, then ed is added. In 
dropped, the p is doubled by Rule II. for spelling, when the ed is added. When 
ed is added to carry, y is changed to i by Rule VII. for spelling. 



428 



THE SYSTEM METHOD. 



d. The Nature op Tense. — A mistake is often made by confusing the 
tense of the verb with the time of the sentence. (See "The Correct Theory 
of Tense," e, p. 385.) 

e. Contradictories.— See "The Correct Theory of Tense," f, p. 385. 

f. Structure the Base op Classification. — See "The Correct Theory 

of Tense," g, p. 386. 

g. One Verb Consists op a Single Word. — See "The Correct Theory 

of Tense," h, p. 387. 

h.. Complete Verb. — One having a form that may be joined to have; 
thus: I have gone. Examples: go, look, lie, steal, sit. 

1 Defective Verb. — One not having a form that may be put adjunct 
to have; as, will, shall, may, can, must, beware, oaght, quoth, wit, methinks. 

i Eedundant Verb. — One having more than one form that may 
properly be put adjunct to have; as, stay, work, learn. 

Prog. VIII. /. Principal Parts. 2. Regularity. 3. Inflection. 4. Tense. 

a. Imperfect tense, a. Regular. a. Complete. a. Imperfect. 

b. Perfect tense, and b. Irregular. b. Defective. b. Perfect. 

c. Perfect participle. c. Equivocal. c. Redundant. 

PABTICVLABS: 

She can ^ play.^ Sarah has ^ written * a letter. Was ^ it a dream we dreamed ? « 
They are^ prepared » to go.^ The barley was" just reaped.ii When George 
returns '■^ we wlll^^ send^* you. We may^^ seei^ Venus to-night. The Christian 
lives " forever. It is ^^ but the other day that a hero died.^^ Yesterday was ^o Tues- 
day. We shall 21 inform ^^ him when he comes.^a Were ^^ I not Alexander, I would ^5 
be 26 Diogenes. It is ^^ necessary that the rules should ^s be ^9 observed. s" Were ^^ I 
sure he would ^2 come,33 j should s* invite ^5 him. She might 36 go,^^ were ^8 she so dis- 
posed. ^9 What could*" we ask*i more ? Could" he fail,*' if he should** attempt *5 
it 1 The battle would *« seem*' to have*^ been** a bloody one. The boy is so pun- 
ished.51 The assassins will^^ be^' hanged.^* The horse was 55 rode 56 by Captain 
Jinks. The melancholy days are 57 coine.58 I wish 59 he lived 6" with us. The mail 
is 61 arrived. 62 May 63 one be^* pardoned 65 and retain 66 the oifense? 

Ah, had 67 your faith been 68 joined 69 with mine. 

As once this pledge appeared ™ the token, 
These foUies had 'i not then been'^ mine, — 

My early vows had ^^ not been 7* broken.''5 — Byron. 

The pupils certainly dido's succeed '''^ in the effort. The clerk is '^^ reading '''9 a decision 
rendered,^" written,^i signed,^^ sealed,^^ and deUvered ^* to him by the judge. He, 
having *5 encountered ^s and defeated ^^ his antagonist, returned ^^ umnjured. I have *9 
written 90 and mailed 9i the letters. America was 92 discovered 9" by Columbus. Pom- 
pey was 9* defeated 95 by Caesar. If you wish, 96 T will 9^ accompany 98 you. Ought 99 
I to go?!"" WiUi6i he beio^ present? The ship would "^ have^o* been^^s sunk,i<'6 
had 19'' not the storm abated. i"* The lion is i"' subdued.""* I have,"! methinks,"^ a 
fever upon me. What man enters,"' dies."* He wist "5 not what to say."6 The 
women, thcyfeU"'' to praying."* Beware "9 of him who would i^o beguile i^i you. 



THE W0BD8 CLASSIFIED. 429 

When he came ^^^ to doing the work, he was ^'^^ unwilling. We got i^* to tripping ^^^ 
each other. There the wicked cease ^-^ fi'om troubling, i"'^ He chooses ^^^ to ride.i^^ 
They intend ^^^ starting i^i to-morrow. She can ^^^ sew.^^^ What would ^^i yQ^ 
think 1^^ of me? Does^^'' he choose ^^^ to sit^^^ there? We are^^D going i<o iq try 1*1 
reading ^^^ him to sleep. He must ^''^ have ^^^ been ^''^ here. He had ^^^ danced i*'^ and 
drunk ^** until midnight. He set 1*^ his chair to the table, and sat ^^^ down. Having ^^^ 
sat '^^ up for some time, the sick man is ^^^ now lying i^* down. We were ^^5 sitting i''^ 
on a stool. He began !■'>''' well, but did^^^ not continue ^^^ as he had^^** begun, i^i He 
has ^^2 awaked 1'^^ and arisen. ^^^ He rose ^''^ up, but is^^^ now lying ^^''' down again. 
The water is^"^ frozen.i''^ The book is^™ lying i''^ where John laid^™ it. The box 
isi'^-'' sitting 1'^'' in the desk where you set^'''^ it. He set^^^ the child on the floor. He 
raised ^'''' himself up. He rose ^'^ up, and then again sat i'' down. Methought ^^o j 
saw 181 uiy late espoused ^^^ saint. It seems ^^^ to me that I hear^^* it thunder.^^s 
When wilt^^^ thou arise ^^'^ out of thy sleep? 

Some say 1^8 the earth 

Was 188 feverish and did shake. ^8" — Shakspeare. 

Many minds did^^^ gird^^^ their orbs with beams. — Tennyson. 

Music in his ear his beating 1®^ heart did^^* make.^^*] 



DEMONSTRATION IX. 



FACT MATTER : 

a. Mood. — The form and posture of a verb as a part of the sentence 
whole. (See Demonstration XXV., g.) 

b. Indicative Mood. — That form and posture by which the event is 
represented to be determined in fact; as, I walk, thou walkest, be walks; 1 
wish be lived with us. 

C. Subjunctive Mood. — That form and posture by which the event is 
represented to be undetermined or denied in fact; as, I wish he lived with 
us; If he be bearing bis class, do not interrupt him 

d. Determined Event. — Any truth or event that can be declared now 
to be true or to obtain. Thus, at any present moment, we can make one 
of two declarations, — 

1. That it is raining; or, — 

2. That it is not raining; for the fact of its raining in time present is always 
a determined fact, or event But we cannot make, at any present moment, 
either of these other two declarations : — - 

1. That it will begin to rain just 100,000,001 seconds from the present 
second; or, — 

2. That it tcill not begin to rain just 100,000,001 seconds from the present 
second; for the hypothesis of its raining in future time, at a jiarticular and 



430 THE SYSTEM METHOD. 

distant second, is only hypothesis. This, or such hypothetical event, is 
called an undetermined fact, or event. 

e. The iNDiCATrvE imperfect represents an event as already determined 
in fact, though what that event is, may be known neither to the speaker 
nor to the hearer. 

f. The subjunctive imperfect represents an event as not yet deter- 
mined and therefore contingent — but possible. 

g. Let the difference in thought in these pairs of sentences be wake- 
fully studied, the mind dwelling particularly on the different circumstances 
under which these sentences may be appropriately used:— 

Ikdicative Imperfect. Subjunctive Imperfect. 

1. Though he gets far from home, he 1. Though he get far from home, he 
always -wTites to us. will have friends. 

2. If you are true, I have no doubt you 2. If you be true, you will have 
have friends. friends. 

3. If thou canst talk, speak. 3. If thou can, learn to talk. 

4. If he drinks, then I know he swears. 4. If he drink, he will immediately 

swear. 

5. He maintains his integrity, though 5. He wiU maintain his integrity 
he loses his estate. though he lose his estate. 

6. If he is alive, he would write to us. 6. If he be alive, it will be better than 

we shall expect. 

7. If I am wrong, why did you not tell 7. If I be ^^Tong, you wiU be there to 
me before ? apologize for me. 

8. If he does drink, and she could have 8. If he do drink at the festival, she 
learned that fact, she would have re- will renounce him. 

nounced him. 

h. The table here following will be the chief instrument and best means 
that the instructor can find with which to lead the class to the foundation 
idea of mood; and it should be immovably fixed in the memory of every 
member of the class. It constitutes the best test for determining the 
mood: — 

Indicative Imperfect. Subjunctive Imperfect. 

1. I am, go, love, sec. i- I be, go, love, see. 

2. Thou art, goest, lovest, scest. 3. Thou be, go, love, see. 

3. He is, goes, loves, sees. 3. He be, go, love, see. 

i. Were there no structural appearance, or foot-print, of the indicative, 
it were not studied as a mood. A mood is to be traclied — as a rabbit in the 
snow, if you please. The foot-prints of the indicative are st in the second 
person — thou may-st — and s in the third — he love-S. When these marks or 
tracks appear, the verb is indicative. When the verb is indicative, these 
can be made to appear by substituting thou and he for the nominative just 
preceding the verb. Thus, in "I go to school," we may show that go is in- 
dicative in this way: substituting thon for the nominative I, we get thou gO-est, 



THE WORDS CLASSIFIED. 



431 



in which the indicative st appears ; therefore go, in "I go to school," is in- 
dicative. 

j. Let the student draw two parallel lines on his slate or paper, refer to 
the examples of the subjunctive imperfect already given, and write the 
verbs so that the subjunctives will come under one another and between 
the two lines : thus:-— 



1. Though he 

2. Though he 

3. Whether he 

4. If he 



get 
lose 
go 
do 



far from home, he will have friends. 

his estate, he will maintain his integrity. 

or come, do not fail to inform me. 

drink at the festival, she will renounce him. 



Then let the student fail not to see that no s or st (indicative signs) appears 
to the right of the second line, but that the form of the subjunctive is al- 
ways the simple (infinitive) form, the one used with I; as, 1 go, I love, etc., 
etc. ; not I goes, nor I gocst. 

Then, placing the examples of a few indicatives between the parallel 
lines, observe that s or st (tracks of the indicative) do appear, thus: — 



1. 


Though he 


2. 


If he 


3. 


Though he 


4. 


If he 


5. 


If thou 


6. 


If thou 


7. 


He 


8. 


He 


9. 


It 


10. 


Thou 



get 

do 

lov 

go 

can 

may 

do 

like 

rain 

do 



es 

es 

st 

st 

cs 

s 

s. 

st 



far from home, he always writes to us. 

not hear, I am much mistaken. 

his estate, he maintains his integrity. 

to heaven, I must meet him. 

talk, pray speak. 

ask, get permission, if that is possible. 

not hear, and you are mistaken. 

to give. 

harm me. 



k. Mood, like case, is based on attitude-form — on the form and posture 
of the verb as a part of the sentence whole. But to understand the form 
and posture of a verb as a part of the sentence whole, — as a part joined to 
other parts, — we must understand the joints thus formed. These two tests, 
then, will always enable us to cUstinguis/i between the indicative and the sub- 
junctive : — 

1. Substitute for the nominative of the verb, !, tlioa, and he. If S or st 
appears, the verb is an indicative ; but if s or st is not thus made to appear, — 

2. Substitute other verbs for the verb in question, when, if the verb is 
indicative, the s or st will ajDpear. 

3. If they do not appear at either of the above steps, and the verb has a 
nominative, it must be a subjunctive. 



Prog. IX : — /. Regularity. 

a. Regular. 

b. Irregular. 



2. Inflection. 

a. Complete. 

b. Defective. 

c. Redundant. 



3. Event. 



4. Mood. 



a. Determined. a. Indicative. 

b. Undetermined, b. Subjunctive. 



432 THE SYSTEM METHOD. 

PABTICULABS : 

If he bei hearing his class, do not interrupt him. If he is^ hearing his class, 
why do ^ we not hear their voices ? If thou read * this, O Cisesar, thou mayst ^ live. 
If, then, that friend demands " why Brutus rose "^ against Caesar, this is ^ my answer. 
He will ^ maintain his integrity though he lose i" his estate. He maintains ^^ his in- 
tegrity, though he loses ^^ his estate. If he do ^^ not hear, I shall i* be much mis- 
taken. If he does ^^ not hear, I am i" much mistaken. Go on, and see whether Bru- 
tus be^'^ alive or dead. If he be^^ so resolved, I can^^ o'ersway him. Though he 
gets '^^ far from home, he always writes ^^ to us. Though he get ^^ far from home, he 
will ^3 have friends. I have 2* no doubt that you have ^^ fi-iends, if you are ^^ true. If 
your messenger find^^ him not there, seek him in the other place yourself. Love 
not sleep, lest thou come^* to poverty. If his head do^^ not ache, you should ^*> ask 
him to go. If his head aches, ^^ do not ask him to go. Tou must ^^ ascertain whether 
it be 23 the correct time. Determine whether it is ^^ the correct time. A man does ^^ 
not know until ^he has "^ tried. If he refuses ^'^ the gold, I will 2* not send him the 
silver. If he refuse ^^ the gold, do not give him the silver. If his feet are ** large, he 
wiU*i not sell well. If his feet be*^ large, he wiU*^ not sell well. ■ If thou see** the 
signal, thou shalt*^ come. Here will**' I stand till Ccesar pass*'' along. See thou to 
it that thine own fineness undo *^ thee not. See thou follow *^ me. 
The love of all thy people comfort thee, 
Till God's love set^* thee at his side again. — Tennyson. 
Though He slay ^^ me, yet will ^^ I trust Him. His soul thou canst ^^ not have. If 
he were ^* dead, what would ^^ betide me ? I thought thou hadst ^^ been resolute. If 
the process of learning be^'' branching, the result of learning will^* be a branch. 



DEMONSTRATION X. 



FACT MATTER: 

a. Events are Either Determined or Undetermined. — Either it 
is, or it is not, now raining. That fact is determined. But we cannot de- 
clare that it will begin raining just 3,000,001 seconds from the present sec- 
ond. For that is an undetermined, contingent, event. That a frog now 
full-grown either did or did not develop from a tad-pole is a fact now deter- 
mined. That a suppositious egg, or spawn, to be laid by a supjiositious 
frog, itself not yet born, or existing, icill develop into a frog, is undetermined. 
That this same egg will not develop into a frog is also undetermined. Thus, 
either that this egg will, or that it will 7iot, develoj) into a frog, is undeter- 
mined. We now come to the specific jjoint ; namely, that, not considering 
the perfect subjunctive, we may say — 

1. Every determined action, or event, is represented by tlie indicative Jiiood ; 

3, The subjunctive mood always refers to an undetermined or a supposed event. 



THE WORDS CLASSIFIED. 



433 



b. Let the student again give his attention to the difference in signifi- 
cation between the indicative and the subjunctive, and particularly to the 
fact that the circumstances under which they can be appropriately used are 
different. 



Indicative Imperfect. 

1. If he has the book, he will give it 
to you. 

2. If he does not hear, I am much mis- 
taken. 

3. If he is hearing his class, do not in- 
terrupt him. 

4. If he refuses the gold, I wiU not 
send him the silver. 

5. If he is better, I have hope of his 
recovery. 

6. If his head aches, do not ask him 
to go. 

7. If his head does not ache, you 
should ask him to go. 

8. I wiU perform the operation if he 

desires it. 

9. I shall not perform the operation if 
he does not desire it. 

10. If he denies the charge, I wiU prove 
it. 



Subjunctive Imperfect. 

1. If he have the hook, he wiU give it 
to you. 

2. If he do not hear, I shall be much 
mistaken. 

3. If he be hearing his class, do not in- 
terrupt him. 

4. If he refuse the gold, do not give 
him the silver. 

5. If he be better, you may stay with 
him an hour. 

6. If his head ache, do not ask him 
to go. 

7. If his head do not ache, you should 
ask him to go. 

8. I wiU perform the operation if he 

desire it. 

9. I shall not perform the operation if 
he do not desire it. 

10. If he deny the charge, I will prove 
it. 



C. Commit the English portion of the following table, which gives the 
changes of form and posture through the indicative, subjunctive, and im- 
perative moods of the verb : — 

Be, with the Anglo-Saxon Equivalent. 



Indicative^ Imperfect Tense. 


Subjunctive, 


Imperfect Tensi 


Singular. 


Plural. 




Singular. 


Plural. 


1 I am. 


1 We are. 


1 


I be. 


1 We be. 


2 Thou art. 


2 You are. 


2 


Thou be. 


2 You be. 


3 He is. 


3 They are. 


3 


Hebe. 


3 They be. 


1 Ic beon. 


1 We beoth. 


1 


Ic beo. 


1 We beon. 


2 Thu hist. 


2 Ge beoth. 


2 


Thu beo. 


2 Ge beon. 


3 He bith. 


3 Hi beoth. 


3 


He beo. 


3 Hi beon. 


Perfect Tense. 




Perfect Tense. 


1 I was. 


1 We were. 


1 


I were. 


1 We were. 


2 Thou wast. 


2 Tou were. 


2 


Thou were. 


2 You were. 


3 He was. 


3 They were. 


3 


He were. 


3 They were. 


1 Ic waes. 


1 We waeron. 


1 


Ic waere. 


1 We waeren. 


2 Thu waere. 


2 Ge waeron. 


2 


Thu waere. 


2 Ge waeren. 


3 He waes. 


3 Hi waeron. 


3 


He waere. 


3 Hi waeren. 



28 



434 



THE SYSTEM METHOD. 



Imperative, 


Imperfect Tense, 


1 Bel. 


1 Be we. 


2 Be thou. 


2 Be you. 


3 Be he. 


3 Be they. 


1 


1 


2 Thuheo. 


2 Gebeoth. 


3 


3 



Infinitive Mood. 

Simple infinitive, t)e=beon. 
Gerundial infin., being=[to] beonne. 

Participial mood. 

Active, being^beonde. 

Perfect, been^gewesen. 



rrom this table let the student or reader observe,— 

1. That the subjunctive has no change or variation for person and 
number, having the sxDelling be for each person and both numbers in the 
imperfect tense, and were for all persons and numbers in the perfect tense. 

2. That the indicative has a variation for both person and number. 

3. That the imperative imperfect and the subjunctive imperfect are 
alike in form but different in posture, the imperative usually coming before 
its nominative, the subjunctive always after the nominative. 

d. Next, the student will fix in his memory if possible, in his compre- 
hension at all events, the English portion of the conjugation of — 

Love, with the Anglo-Saxon Equivalent. 

Subjunctive, Imperfect Tense. 



Indicative, Imperfect Tense. 



Singular. 

1 I love. 

2 Thou lovest. 

3 He loves. 

1 Ic luflge. 

2 Thulufast. 

3 Helufath. 

Perfect. 

1 I loved. 

2 Thou lovedst. 

3 He loved. 

1 Ic lufode. 

2 Thulufodest. 

3 He lufode. 



Plural. 

1 "We love. 

2 Tou love. 

3 They love. 

1 Weluflath. 

2 Geluflath. 

3 Hi lufiath. 

1 We loved. 

2 You loved. 

3 They loved. 

1 We lufodon. 

2 Ge lufodon. 

3 Hi lufodon. 



Singidar. 

1 I love. 

2 Thou love. 

3 He love. 

1 Ic luflge. 

2 Thu luflge. 

3 He luflge. 



1 I loved. 

2 Thou loved 

3 He loved. 

1 Ic lufode. 

2 Thu lufode. 

3 He lufode. 



Plural. 

1 We love. 

2 You love. 

3 They love. 

1 We lufigen. 

2 Ge lufigen. 

3 Hi lufigen. 

Perfect, 

1 We loved. 

2 You loved. 

3 They loved. 
1 We lufoden. 
3 Ge lufoden. 
3 Hi lufoden. 



Imperative, Imperfect Tense. 



1 Love I. 

2 Love thou. 
8 Love he. 

1 

2 Thulufa. 

3 



1 Love we. 

2 Love you. 

3 Love they. 
1 

2 Ge lufiath. 

3 



Infinitive Mood. 

Simple infinitive, love:=lufian. 

Gerundial infinitive, loving^ [to] lufianne. 

Participial Mood. 

Active, loving=lufigende. 

Perfect, loved=lufod. 



In the conjugation of love, as in that of be, it will be noticed that the 
one characteristic of the English and Anglo-Saxon subjunctives is that they 
have no variation whatever for person. 



THE WORDS CLASSIFIED. 435 

e. Every effort should be made, in the demonstration, or preliminary 
drill, to get these facts before the mind: — 

1. That the indicative adds s in the imperfect tense third singular (except 
for am, may, can, must, will, shall, ougUt.) 

2. That the subjunctive never adds s in the imperfect tense third singular. 

3. That the indicative imperfect has a variation, that is, a change of spell- 
ing, for both person and number. 

4. That the subjunctive imperfect has no variation for person or numbei*. 

5. That the indicative adds st or est in the imperfect tense second singu- 
lar. 

6. That the subjunctive never adds st or est in the imperfect tense second 
singular. 

7. That the third singular indicative adds s to the third plural. 

8. That every grammatical property, or modification, is somewhere marked 
by a change of form. 

f. The Tests Repeated. 

1. Substitute for the nominative of the verb, I, tllOH, lie. If s or st appears, 
the verb is indicative. If they do not appear, — 

3. Substitute, for the verb in hand, other verbs, when if s or st appears, 
the verb is indicative. If s or st do not yet appear, and the verb has a nom- 
inative before it, — 

3. It is subjunctive. 

Prog. X: /. Regularity. 2. Inflection. 3. Time. 4. Mood. 

a. Regular. a. Complete. a. Present. a. Indicative. 

b. Irregular. b. Defective. b. Future. b. Subjunctive. 

c. Redundant. c. Past. 

FABTICULABS: 

If this is 1 not obvious, you may consult the essays. Though you must ^ ride, I 
will 3 walk. If he loves * her not, and is ^ not from his reason fallen thereon, let me 
be no assistant for a state. He will ^ not succeed, unless he exert ^ himself. Though 
this he * madness, yet there is ^ method in it. If he hut shrink,^'' I know ^^ my course. 
If he has ^^ the book, he will give it to you. If she find i^ him not, to England send 
him. If his head do ^^ not ache, you should ask him to go. I will perform the opera- 
tion if he desires 15 ^^ jf j^g steal ^^ aught, I will pay the theft. If he have^^ tbe 
book, he wiU give it to you. If he be ^^ better, you may stay with him an hour. For 
if the king hke ^^ not the comedy, he hkes ^o It not. If he does ^^ not hear, I am much 
mistaken. If his head aches,^^ do not ask him to go. If my duty be ^^ too bold, my 
love is ^* too unmannerly. If he is ^^ better, I have hope of his recovery. If your 
messenger find ^^ him not there, seek him in the other place yourself. If he refuse ^'' 
the gold, do not give him the silver. If my love thou holdst ^* at aught, thou mayst ^^ 
not scorn my action. If it please 3" his Majesty, ' t is the breathing-time of day with 
me. If your mind dishke ^^ anything, obey it. If it be ^^ not now, yet it wiU come 
If it be 23 so, Hamlet is of the faction that is wronged. If thou didst ^^ ever hold me 
in thy heart, absent thee from f ehcity awhile. Thus thou must ^5 do, if thou have ^^ 
it. If he do 3^ bleed, I wiU gild the faces of the grooms withal. You shall ^^ digest 
the venom of your spleen, though it do ^^ split you. Remember that thou magnify *•* 



436 THE SYSTEM METHOD. 

his work. If He cut ^^ off, and shut ^^ up, or gather *^ together, then who can ** hin- 
der Him? Doubtless thou art *^ our father, though Abraham be *^ ignorant of us, and 
Israel acknowledge *^ us not. I can ** not doubt that they are *^ what they appear 5* 
to be. He must ^^ fail, except God be ^^ with him. She should ^^ act now, lest she 
forget 5* her duty. Call now, if there be ^^ any that wiU ^^ answer thee; and to which 
of the saints wilt ^7 thou turn? If I say,58 I am ^^ perfect, it shall ^^ also prove me per- 
verse. Is 8^ it good unto thee that thou shouldst ^^ oppress ? So man lieth ^^ down 
and riseth 8* not : till the heavens be ^^ no more, they shall ^^ not awake, nor be raised 
out of their sleep. If a man die,^'' shall ^^ he live again? All the days of my ap- 
pointed time will ^^ I wait till my change come.'''" 



DEMONSTRATION XL 



FACT MATTER: 

a. Perfect Tense. — That form of the verb whicli represents a real or 
supposed event as ended and completed. In " God created the vrorld," the 
perfect created establishes the act of creating as ended and completed. 

b. The indicatiye perfect represents a completed event affirmed in 
fact. 

C. The subjunctive perfect represents a completed event as merely- 
supposed. 

d. The So-called Future Tense. — If inquiry be made, hereabout, 
concerning the so-called future tense, let the inquirer be informed that it 
will be explained further on in the Syntax. (See "The Future Tense a 
Fallacy," "Two Words as One," "Learner's Process of Work Benighted," 
and "One Verb a Single Word," pp. 378, 393, 377, 387.) 

e. Let the students sense, as thoroughly as they can, the following sen- 
tences, the instructor carefully explaining the difference in signification be- 
tween the indicative perfect and the subjunctive perfect, and especially 
dwelling upon the difference in the circumstances under which they would 
be appropriately used: — 

Subjunctive Perfect. Indicative Perfect. 

1. Though it thundered he wouldn't 1. Though it thundered, he didn't hear 
hear it. it. 

2. If I had a pen, I would write. 2. If I had the pen, I must have left it 

there. 

3. If ye loved Me, ye would keep My 3. Though ye loved Me, ye did not keep 
commandments. My commandments. 

4. If he died I would not go to help. 4. He died when it was better not to live. 

5. If it were not so, I would not have 5. If it was not true, why does he not 
told you. ' deny it? 



THE WORDS CLASSIFIED. 437 

From the sentences above, it will be observed, — 

1. That the subjunctive mood represents an event as either undeter- 
mined or merely supposed. 

2. That the indicative mood represents an event determined in fact. 

3. That the imperfect tense of the subjunctive represents an event un- 
determined in fact and therefore contingent. 

4. That the imperfect tense of the indicative represents an event de- 
termined in fact, though not necessarily known. 

5. That the subjunctive perfect represents a completed event as merely 
supposed. 

6. That the indicative perfect represents a completed event affirmed in 
fact. 

f. The following outline embraces those items of fact matter of most 
importance, and should, hereabout, be carefully studied by each member of 
the class, they reviewing, if necessary fully to grasp it. 

g. The Indicative and Sub.junctive in Outline. 
V lidicative— 

1.^ In the English idiom for declarative sentences, follows a nominative. 
3.^ Can always be used with its own nominative to form a direct em- 
phatic assertion. 
3.2 Has two tenses. 

1.^ Imperfect tense of — 

1.* Adds %i in changing I to thOU. 

2.* Adds s in changing I to he. 

3.* In the sentence, represents an event as determined and abiding in 

fact, though not necessarily known. 
4.* Can be used with its -own nominative to refer to present time. 
2.^ Perfect tense of — 

1.* Adds st in changing \ to fchoa. 
2.* Does not add § in changing I to he. 

3.* Can be used with its own nominative to assert an event as com- 
pleted and ended in fact. 
4.2 Implies an event determined in fact. 
5.2 Has all the persons and numbers. 
2.^ Subjunctive— 

1.2 In idiomatic English, follows a nominative. 

2.2 Can never be used with thOH to form a direct assertion. 

8.2 Has two tenses. 

1.^ Imperfect tense of — 

1.* Does not add st in changing I to thou. 

2.* Does not add s in changing I to he. 

3.* In the sentence, represents an event as neither begun nor ended 

in fact, therefore undetermined and contingent. 
4.* Represents the time as usually future, since the event is unde- 
termined and contingent. 



438 THE SYSTEM METHOD. 

2.3 Perfect tense of — 

1.* Does not add st in changing I to thou. 
2.* Does not add s in changing I to he. 

3.* Represents an event as supposed, and therefore undetermined 
and denied in fact. 
4.^ Implies an event undetermined or merely supposed. 
5.*^ Has none of the persons or numbers. (Person and number will be 
discussed in Syntax, Demonstration XXIV., c.) 

h. Note to Tbachee.— The result and aim of true education in grammar or elsewhere 
is the power to find the general in the particular; the law in the instance; the whole in the 
part; the classifiable (class) nature of all units (except of course the creating Unit). It is in 
pursuit of this power to comprehend the general or whole (of the indicative and the subjunc- 
tive) that we have studied the particulars set forth in the outline above. Through the partic- 
ulars of the outline, either of these moods may now be seen by that student who has done his 
work well in the fact matter. The instructor should now assign this outline to the class as a 
lesson, each member of the class to prepare to talk about these two moods, each to say what- 
ever he himself thinks is most important to be said. The instructor may give each member 
two minutes, say, in which to tell all he can tell, after preparation, about the indicative and 
subjunctive moods. That student who can talk most freely from the outline (let the student 
keep the outline before his eyes, while talking, that he may not be compelled to memorize its 
contents), — that student who has the most discursive thought and speech in this report, has 
studied and grasped the fact matter most thoroughly, and is best "educated" in these two 
moods. Success at continued and coherent speech upon the general, or whole, the particulars 
of which have been previously studied, is the proper evidence for, and principle of, 
promotion. 

Prog. XI: /. Regularity. 2. Inflection. 3. Event. 4. Time. 5. Mood. 

a. Regular. a. Complete, a. Determined. a. Present. a. Indicative. 

b. Irregular. b. Defective, b. Undetermined, b. Past. b. Subjunctive. 

c. Redundant. c. Future. 

d. Equivocal. 

PARTICULARS : 

If he have ^ the book, he wiU ^ give it to you. If he has ^ the book, why does * 
he deny having it? If he is ^ better, I have^ hope of his recovery. If he be ' better, 
you may^ stay with him an hour. Though it thundered' he would n't i" hear it. 
Though it thundered, ^^ he did n't ^^ hear it. If I had^^ a pen, I would i* wi'ite. If I 
had 1^ the pen at aU, I must i^ have left it there. If this were ^'' true, then should ^^ I 
know this secret. 

Such an exploit have ^^ I in hand, Ligarius, 

Had 2" you a healthful ear to hear it. — Shakspeare. 

If the man were ^^ ahve, I would ^^ make him eat a piece of my sword. — Id. If ye 
loved ^^ Me, ye would ^^ keep My commandments. Though ye loved, "^ ye did ^^ not do 
my wiU. If it were ^^ not so, I would ^^ have told you. If it was ^' not true, why 
does 3" he deny it? 

Here wast ^^ thou bayed, brave hart ; 

Here didst ^^ thou faU. — Shakspeare. 

Strike as thou didst ^^ at Caesar ; for, I know, 

When thou didst ^^ hate him worst, thou lovedst ^s him better 

Than ever thou lovedst ^^ Cassius. — Id. 



THE WORDS CLASSIFIED. 439 

If thou read ^'' this, O CsBsar, thou mayst ^s live. — Id. Here will ^^ I stand till Caesar 
pass ^o along. — Id. Go on, and see whether Brutus be *^ alive or dead. — Id. If he 
died*^ I would not go to reUeve him. He died *3 when it was ** better not to live. If 
he was ^^ ill, he did*^ ^ot make it known. Though he was ^^ ill, he did *8 not make it 
known. If he were ^^ ill, he would ^^ make it known. Had ^i it not been for Dryden, 
we should ^^ never have known a Pope. Though he may^^ study, he makes 5* poor 
progress. Were ^^ I not Alexander, I would ^^ be Diogenes. Whether he had ^^ heard 
the news before you told ^^ him, I do ^^ not know. 

Csesar, thou canst ^^ not die by traitors' hands. 
Unless thou bringest ^i them with thee. — Shakspeare. 

Would thou hadst^^ less deserved. — Id. 

O young and noble Cato, art ^^ thou down? 
"Why, now thou diest ^* as bravely as Titinius ; 
And mayst ^^ be honored, being Cato's son. — Id. 



DEMONSTRATION XII. 



FACT MATTER: 

a. The Imperative Mood. — One that represents an event not to be 
brought to reality, but only to be put in command, wish, hypothesis, or 
entreaty; as, God save you, sir. — Shakfspeare; Cursed be my tribe, if I for- 
give him. — Id; Be you content. — Id; Mary, sing for us. 

Oh ! write it not, my hand ! his name appears 
Already written : blot it out, my tears ! — Po2}e. 

b. The imperative is found onlj^ in the imperfect tense. The person of 
the imperative will be explained in the next Demonstration. 

C. The Infinitive Mood. — One that designates an event neither as 
determined in fact nor contingent, but as merely named; as, Man is born 
to die; What did she do besides rock herself? I should laugh to giggle; I feel 
my pulse beat; I must go. 

d. The Participial Mood. — One that designates an event either as de- 
termined and ended without reference to time or as merely named in ing; 
as, I have money concealed; He came tumbling down the stairs; By acting 
quickly, we saved his life; He is preparing to be examined. (A fuller explana- 
tion of these three moods will be given in Demonstrations XIII. and 
XXIII.) 

e. How TO Ascertain the Mood. 

1. Determine whether it is the imperative — used in a command, wisb<. 
hypothesis, emotion, entreaty. Next — 



440 TEE SYSTEM METHOD. 

2. Determine whether it is the indicative, which, in the English idiom, 
follows a nominative directly, changes its form for person, and can be used 
with /, thou, or he to form a direct emphatic statement. 

3. Whether it is subjunctive, which, in the English idiom, follows a 
nominative directly, but does not change the form for person. 

4. If it is neither of these, it is then the infinitive, provided it justifies 
with to. If it will not justify with to, it is the participial mood, or the par- 
ticiple. • r. V T, 

f. A SIMPLE APPLICATION OF THESE POUR TESTS glVCU abOVC, WhlCh 

will enable any teacher who will carefully examine it easily to decide any 
question of mood : — 

He died^ loved ^ by all. 

He was ^ ordered * to go.^ 

I saw" him fall.'' 

Somebody ring^ the bell. 

If he go,^ say " good-by. 

lean" go.^^ 

1. By direction 1, died is not imperative, since it does not contain the 
property of a command or entreaty. 

By direction 2, it is indicative, since it follows the nominative he, 
changes its form for person (thus, I died, thon diedst, he died), and is the same 
as used in a direct emphatic statement. 

2. By direction 1, loved is not imperative. 

By directions 2 and 3, it is neither indicative nor subjunctive, since 
both follow the nominative in construction. 

By direction 4, it is participial, or the participle, since it will not 
justify with to. (To is never used with loved; thus, to loved. It would justify 
with love; thus, to love.) 

3. By direction 1, was is not imperative. 

By direction 2, it is indicative, since it follows the nominative he, 
changes the form for person (thus, I was, thou wast, he Was), and is the same 
as used in a direct emphatic statement. 

4. By direction 1, ordered is not imperative. 

By directions 1 and 2, it is neither indicative nor subjunctive, since 
it does not follow the nominative in construction, was coming between. 

By direction 4, it is participial, since it will not justify with to. You 
can say to order, but not to ordered. 

5. By direction 1, go is not imperative. 

By directions 2 and 8, it is neither indicative nor subjunctive. 

By direction 4, it is infinitive, since it justifies with tO. In fact, the 
to is here directly before it. Next go to the 11th word. 
11. By direction 1, can is not imperative. 

By direction 2, it is indicative, since it follows the nominative I, 
changes its form for person (thus, I can, thou canst, he can), and is the same 
form as used in a direct emphatic statement, "he can ": "I know he can do 



THE WORDS CLASSIFIED. 441 

it." (That ean is not potential, see proven in " The Potential Mood a Blun- 
der," "Would Make the Verb Belong to the Mood," "Potential's Founda- 
tion False," etc., pp. 373, 374. See also "Learner's Process of Work Be- 
nighted," p. 377.) 

13. By direction 1, go is not imperative. 

By direction 3 and 3, it is neither indicative nor subjunctive. 

By direction 4, it is infinitive, since it justifies with to. 

Prog. XII : /. Principal Parts. 2. Regularity. 3. Tense. 4. Mood. 

a. Imperfect tense, a. Regular. a. Imperfect, a. Imperative. 

b. Perfect tense, and b. Irregular. b. Perfect. b. Indicative. 

c. Perfect participle, c. Equivocal. c. Subjunctive. 

d. Infinitive. 

e. Participial. 

PARTICULARS : 

If he study,! he will^ improve.^ He will* maintain ^ his integrity. He 
maintains ^ his integrity, though he loses ^ his estate. If I am * wrong, why 
have^ you not toldi" me. If I he^^ wrong, wiU^^ you not correct ^^ me? If 
he does^* not hear,i5 I am^^ much mistaken.^'' He might ^^ have^^ been'^" elected.^i 
Leave ^2 your theory and flee.'^^ The ship is ^* to sail ^^^ nest week. If he refuse ^^ the 
gold, do '^'^ not give ^^ him the silver. If he refuses ^^ the gold, I wiU 2" not send ^i him 
the silver. I am ^^ to go ^^ to-morrow. What was ^^ it that moved ^5 pale Cassius to 
conspire? ^^ What's to do? ^^ Go ^^ bid^^ the priests do *" present sacrifice. — Shaks- 
peare. Go *i love^ thy infant; love*^ thy wood-chopper; be** good-natured and 
modest. — Emerson. Tou wronged ^^ yourself to write *^ in such a case. Why should *''' 
the poor be *8 flattered? *9 Let so there be^i light. Cursed 52 be 53 I that did 5* so. 
Somebody caU^^ my wife. Be 56 it how it will, 57 (lo5S right now. — Emerson. Sup- 
pose 59 they are ^^ right, are ^^ we wrong? HaUowed ^^ be ^^ Thy name ; Thy kingdom 
come ;6* Thy wiU be ^5 done ^^ in earth as it is ^"^ in heaven. To give ^^ is ^^ better than 
to receive.™ Be'^^ it known '"■^ to you that I obey ^^ the eternal law. They intend'''* 
starting '''5 to-morrow. Compel ''^ him to laugh. ^'^ He prefers ''^ riding. '^^ They must ^^ 
do their duty. I enjoy ^^ inhahng^^ the crisp air. The ratthng^^ Qf musketry is 8* 
said ^5 to cause *^ horses to grow ^'' restive. Let ^^ us go ^^ thank ^^ him and encour- 
age ^1 him. 

Perchance the maiden smiled ^^ to see ^^ 
Yon parting s* hngerer wave ^5 adieu, 
And stop ^^ and turn "^ to wave ^^ anew. 

A mutual relation leads ^^ us to respect ^^o each other. A mutual relation leads ^^i us 
to respect for each other. What has ^^^ she done ^^s except laugh ? i"* Man is i°' 
born i*'s to die.^"? j should ^^s laugh to gigglc^^a jyjy soul turn ^i" from them, tiunm 
we to survey.^12 — Goldsmith. Speak ^^^ any man with us, and we wiU i^* obey.^^s — 
Emerson. The heavens speed ^^^ thee in thine enterprise. — Shakspeare. The worm 
of conscience still begnaw ^^'^ thy soul. — Id. 

From the steep promontory gazed "^ 
The stranger, raptured ^^^^ and amazed.^*^" 

Did 121 he know i23 it, he might i^s make i^* a better investment. 



442 THE SYSTEM METHOD. 

DEMONSTRATION XIII . 



FACT MATTEB: 

a. Hitherto most grammarians have taught that the imperative is lim- 
ited to a subject in the 2d person. The examples that follow, selected from 
the most beautiful parks of the literary forests, will show that either the 
first or the third person of the imperative is good idiomatic English: — 

Examples of the Imperative Mood. 

1. Cursed be J that did so. — Shakspeare. 

2. (lOd save you, sir. — Id. 

3. Cursed be my tribe, if I forgive him. — Id. 

4. Somebody call my wife. — Id. 

5. Somebody ring the bell. 

6. Be it how it will; do right now. — Emerson. 

7. Sappose they are right, are we wrong? — Id. 

8. Be he a king, he is still a dependent creature. 

9. Well, then, be it so; may he ever prosper. 

10. Hallowed be Thy name ; Thy kingdom come ; Thy will be done in earth as 
it is in heaven. — Bible. 

11. Laugh those that can, weep those that may. 

12. Swift fly the years, and rise the expected morn. 

13. Retire we to our chamber. — Shakspeare. 

14. Success be yours alway. 

15. My soul turn from them, turn we to survey. — Goldsmith. 

16. Fall he that must beneath his rival's arm. — Pope. 

17. Be it how it will. — Emerson. 

18. Speak any man with us, and we will obey. — Id. 

19. Please it your grace to go to bed. — Shakspeare. 

20. Be it known to you that I obey the eternal law. — Emerson. 

21. Be it scroll, or be it book, 

Into it, knight, thou must not look. — Scott. 

22. The mighty (iod defend thee. — Shakspeare. 

23. Then walk we forth even to the market place. — Id. 

24. All the charms of Sycorax, toads, beetles, bats, be on you. — Id. 

25. Come we now to this translation of the Iliad. — Pope. 

26. Black night o'ershade thy day. — Shakspeare. 

27. The worm of conscience still begnaw thy soul. — Id. 

28. Long live the king, 

And Gilpin, long live he. — Gowper. 

29. Peace be with you. 

30. Exalt we his name. — Bible. 



^ 



THE WORDS CLASSIFIED. 443 

31. Praise be to God. — Id. 

32. "And rest we here," Matilda said. 

33. Commence we now that higher state, 

Now do thy will as angels do. — Montgomery. 

34. Send he his vassal train— himself advance, 

Here will I take my stand — decide our swords the chance. — Hunts Tasso. 

35. With virtue be we armed. — Id. 

36. Do AVe what duty bids. — Id. 

37. Be it so ! — Mrs. Browning. 

38. God save thee, weeping queen, 

With blessing more divine ! 
And till with happier love than earth's, 
That tender heart of thine ! — Id. 

39. look on who Will in apathy, and stifle they who can 

The sympathies, the hopes, the words, that make man truly man. 

— Loicell. 

40. May she bear in mind that she walks with pride 

In the winding-sheet where the silk-worm died. — Hannah F. Oould, 
. 41. Oh! write it not, my hand! his name appears 
Already written: blot it out, my tears. — Poj^e. 

43. And all the gods go with you. Upon your sword 
Sit laureled victory! and smooth success 

Be strewed before your feet! — SJiakspeare. 
48. Despatch we the business we have talked of. — Id. 

44. Find we a time for frighted peace to pant. — Id. 

45. Stand we to defend our rights. — Noble Butler. 

46. Fall not that curse upon us. — Id. 

47. Be this our motto. — Id. 

48. Rise we by morning light. — Id. 

b. Like the subjunctive, the imperative has no variation for the person 
and number of its nominative. Unlike the subjunctive, it has no perfect 
tense, but is found in the imperfect tense only. 

We had decided to extend the examples of the imperative to quotations 
from a large number of authors, but from lack of time have collected only 
from a few, — enough, it is supposed, to satisfy the reader that, so far from 
being limited to the 2d person, as many grammarians teach, both the 1st 
and 3d persons of the imperative are good English. The first and second 
persons were also used in both Old English and Middle English. 

He that hath eeris of herynge, hear he. — Wicliffe. 

Give he to her a libel. — Id. 
But fall I first 
Amongst my sorrows, ere my treacherous hand 
Touch holy things. — Beaumont and Fletcher. 

Si thin nama gehalgod=Be thy name hallowed. 



444 TRE SYSTEM METHOD. 

Fare we on tunas=()lo we to the towns. 

C. Characteristics of the Infinitive Mood. — These are, — 

1. That it has only the imperfect tense; hence — 

2. That it justifies with the preposition to. (To and drink may be con- 
structed together, but not to and draflk.) 

3. It has neither person nor number; it cannot take a grammatical sub- 
ject. 

4. It is used in two different constructions. (These will be presented in 
Demonstration XXIII., in connection with the tree-system whole.) 

d. Characteristics of the Participial Mood. — These are, — 
1. That it does not, usually, justify with to. 

3. That it has neither person nor number; it cannot take a grammatical 
subject. 

3. That it has the two tenses, the imperfect and the perfect. 

4. That the imperfect (or active) participle ends in ing; the perfect usually 

in d, s, t, n, g, k. 

5. That it has four different constructions. (These are presented with the 
infinitive constructions in Demonstration XXIII.) They constitute, in the 
tree, the four sub-branches of the limb participial. 

Prog. XIII: 1- Regularity. 2. Inflection. 3. Tense. 4. Mood. 

a. Regular. a. Complete. a. Imperfect, a. Imperative. 

b. Irregular. b. Defective. b. Perfect. b. Indicative. 

c. Redundant. c. Subjunctive. 

d. Infinitive. 

e. Participial. 

rABTICULABS : 

What can^ she do^ besides sing?^ He was* inclined^ to sleep.^ It must be a 
bitter esperience to be more accustomed to hate '' than to love.* We could ^ but 
laugh.!** Better not be^^ at aU than not to be^^ noble. It will go^^ near to be^* 
thought!^ so. Bring 18 me word, boy, if thy lord look^''' well. — Shaks2}eare. He 
were ^^ no lion, were i® not Komans hinds. Though it thundered ^* he would not 
hear 21 it. Though it thundered,^^ he did^^ not hear it. If it were ^^ not so, I would ^5 
have^® told 2'^ you. If he was ^* iU, he did '■^^ not make it known.so 

Conmience ^i we now that higher state, 

Now do ^2 thy wiU as angels do.^^ — 3£ontgom.ery. 

Send 2* he his vassal train — himself advance,-^^ 

Here will I take my stand — decide ^'^ our swords the chance. — RicnVs Tasso. 

Look ^'^ on who wiU in apathy, and stifle ^* they who can ^^ 

The sympathies, the hopes, the words, that make man truly man. — Loioell. 

Who could refrain,*" 
That had a heart to love,*i and in that heart 
Courage to make ^ his love known. *^ — Shakspeare. 

Why do** you dress *^ me in borrowed *8 robes? — Id. Warren died*'' loved *^ by all. 
I want to be*9 quiet and to be ^^ let ^i alone. We did not think of being ^2 defeated. ^^ 



THE WOBDS CLASSIFIED. 445 

Somebody ring •^•' the bell. All the charms of Sycorax, toads, beetles, bats, be^^on 
you. Playing ^^ tricks on students and hazing ^7 are imknown here. Four and 
twenty happy boys came bounding ^^ out of school. Ill rest betide ^^ the chamber 
where thou liest.^'* They were sealed with a seal never to be ^^ broken.^^ Well, sit *3 
we down, and let^* us hear^^ Bernardo speak ^^ of this. — Shakspeare. Thank ^^ 
Heaven, we are free. Had ^^ I three ears, I'd ^^ hear thee. If the face were ™ made ''^ 
of glass, or of air, and the thoughts were '^^ written '^^ on steel tablets within, it could 
not pubhsh '^* more truly its meaning than now. I could not die in peace till this 
were ^^ told.''^ We saw the storm approaching.^^ I hear the blue-bird prophesying '^^ 
spring. They stood terrified.''* jjg owned himself defeated.^** You may imagine 
me sitting 81 there. Remembering ^^ matter pays ^^ the debt. How 'scaped I killing ** 
when I crossed you so? — Shakspeare. Are^^ the Ethiopians styled*^ civilized? ^^ 
Let ^8 us never bow^* and apologize*" more. A noun is a word, which, when 
spoken, *i may be heard, and when written, ^^ seen.*^ How do ** you do? ^^ He does'^ 
not like ^'^ to be ^^ made ** fun of. Would i"" God I had died 101 for thee ! Whether 
he is a ^'^ sinner or not I cannot ^"^ telL^*** Methought ^^^ I was incarcerated beneath 
the mighty deep. Be ^'^^ thou an example of the believers. O Lord ! methought ^^^ 
what great pain it was to drown ! 1"^ Trust i"* God and be^^" doing, ^^^ and leave the 
rest with Him. 

When Antony found Julius Caesar dead. 
He cried almost to roaring. ^^^ — Shakspeare. 

And then the people fell a shouting. ^^^ — j^_ 

Think ^1* you, I am no stronger than my sex, 
Being 11^ so fathered i^^ and so husbanded? ^^'^ — Id. 

How this world is given to lying! ^^^ — Id. It is to the interest of all that there be ^i* 
Captain Cooks to voyage '-* round the world. Men are born to write.i^^ I at first 
was near to laugh. i"^^ SkiU to do^^^ comes 1^* of doing. ^^^ 

Huge on a huge red horse,- and all in mail 

Burnished 1^^ to bhnding^^'' shone ^^^ the Noonday Sun. — Tennyson. 

Weak-built hopes persuade him to abstaining. i"* Seeing i^o that he is so obsti- 
nate, let 121 us leave him. Granting i^^ that he had the right, he was very rash. See- 
ing,i23 J ga^ jjo^. hearing 12* not, I heard. The river suddenly rising,!^^ much in- 
jury was sustained. Man is siich an ignorant peacock, that he goes bustling i36 yp 
and down, and hits i^'' on extraordinary discoveries. — Emerson. We are born believ- 
ijjgi38 It is passing 13* strange. It is scalding 1*" hot. The horses came galloping. 1*1 
No recipe can be given for the making 1^ of a Shakspeare. She upi*^ with her fist 
and took him on the nose. The branch, being 1** broken i*^ off , fell. Supposing i*^ 
he werei*^ here, what would i** you do?i** Dr. White spoke as foUows.i^" What 
man enters 1^1 dies.i^^ Up! up! my friend, and quit^^^ your books. Would i^* he 
were 1^5 fatter. The beginner should be accustomed to giving each i^s step. I have, 
methinks,!^'' a fever upon me. He wist 1^* not what to say.i^* Be 1^" this as it may, 1*1 
his works enjoy a very smaU share of popularity. There are, say,!^^ a thousand 
dialects. They kept me going.i^^ -^g all fell to eating.i^* The women, they fell to 
praying. 165 Leave wringing i^^ of your hands. — Shakspeare. 



M6 THE SYSTEM METHOD. 

And all the gods go ^^'' with you. Upon your sword 
Sit 1^8 laureled victory ! and smooth success 
Be ^^^ strewed before your feet. — Id. 

Dispatch i'''" we the business we have talked of. — Id. 
Oh ! write ^''1 it not, my hand! His name appears 
Already written : blot ^^^ it out, my tears. — Poije. 

Searching ^^^ the window for a flint, I found 
This paper, thus sealed i^* up. — Shakspeare. 

And then I swore thee, saving ^^^ of thy life, 
That, whatsoever I did bid^'^^ thee do,^^^ 
Thou shouldst "» attempt ™ it.— Id. 

Many sons lie scattered ^^^ on the bleeding ^^^ ground. 
Many a widow's husband groveling ^^'-^ Ues.^^^ — Id. 

Woe worth i^* the chase, woe worth ^^^ the day, 
That cost thy life, my gallant gray. — Scott. 

What he gives thee, see thou keep ; ^^^ 
Stay 18'^ not thou for food and sleep. 
Be 1^^ it scroll, or be ^*' it book, 
Into it, knight, thou must not look. — Id. 

Thou to the untamed i^" horse 

Didst 19^ use the conquering ^^^ bit ; 

And here the well-shaped oar. 

By skiUed"3 hands deftly plied, i^* 

Still leaped i^* through the sea. 

Following i^** in wondrous guise. 

The fair Nereids with their hundred feet. 

—Plumptre' s Oedipus at Colonics. 

What is in will^^^ out.^^^ — Emerson. We go to Europe to be Americanized.!^^ — 
Umerson. A rising ^o" of the sea, say^oi an inch in a century, will bury all your 
towns, Meseems ^•'^ that here is much discourtesy. — Tennyson. I thou"''^ thee, 
thou traitor. — Coke. Thank °^* him who isled^''^ us here. — Tennyson. Diamond ^"^ 
me no diamonds, prize 207 me no prizes. — Id. Language has as much occasion to 
adjective^** the distinct significations of the verb as it has to adjective ^"^ time. — 
Tooke. The particulars are as follows.^^*' I shall consider his censures so far only as 
concerns 211 my friend's conduct. 

With sanguine drops the walls are 212 rubied ^is round. 
And Nature in the tangles soft envolved ^i* 
Of death-like sleep. 

It were ^15 good she were^i^ spoken with. Though I were^i^ perfect, yet would ^i* I 
not know ^1^ my soul. 



THE WORDS CLASSIFIED. 447 

DEMONSTRATION XIV. 



FACT MATTER : 

a. Pronouns. — See Demonstration I., b, c, d. The doctrine that a 
"pronoun is a word used instead of a noun," is not strictly true. So far 
from being "used instead of," or "substituted for," any noun are the 
following italicized pronouns, that no noun, or name, can be found for 
which or instead of which they could be substituted: — 

"In that and all things will we show our duty." 
"We doubt it nothing; heartily farewell." — Shakspeare. 

Love is a silly infatuation, depend upon it; It is raining; It is important 
what he is; I tell you what, that's a fine horse; It is John and Mary; Who or 
what is it? 

"The common definition of a pronoun, that it is a 'word used instead 
of a noun,' is not correct. A pronoun is simply a noun, expressing its pecul- 
iar meaning as completely as a noun of any other class expresses its own 
meaning." — NohU Butler. 

"Pronouns are not used 'to avoid the too frequent repetition of nouns.' 
There is no noun expressing the same relation that is expressed by I, for 
instance; and therefore there is no noun for which /may be substituted. 
It is true that other words may be employed to denote the person speaking; 
as when Samuel says, 'Speak; for thy servant heareth;' but here the 
speaker merely uses &form representing him as speaking of himself as if 
he were speaking of some one else, and this is indicated by the form of the 
verb, heareih. With /, a different form, Jiear, would be required." — Id. 

" ' John studies, and he will improve.' Here he is emjjloyed, not because 
it prevents a repetition of the noun JoJin, but because it is the word that 
expresses the intended relation. If we say, 'John studies, and John wiW 
improve,' we use a noun instead of a pronoun; but when we say, 'John 
studies, and he-will improve,' the pronoun he takes the place that belongs to 
it; he expresses a relation to the noun Jo7in, while the second John does not. 
'John studies, and John will improve,' mig/Uhe said of two different Johns, 
which is not the case when the appropriate word he is used." — Id. 

b. Personal Pronoun. — One always of one and the same grammat- 
ical number: I, thou, he, she, and it are always singular ; you or ye and they are 
always plural. 

C. Interrogative Pronoun. — One not always of one and the same 
grammatical number, and used in asking direct questions; as. Who is here? 
Who are here? The interrogatives are who, which, and what, introducing 
direct questions. 

d. Relative Pronouns. — One not always of one and the same gram- 
matical number, and used only with two or more verbs; as. The boy who 



448 ■ TEE SYSTEM METHOD. 

laughs grows fat; He ashed what it was; We knew not what to do; The 
relatives are who, which, what, that, and as. 

e. To Distinguish the PERsoNAii from the Relative. — Observe — 

a. That the personal, by definition, is either always singular or always 
plural in form, but that the relative is sometimes singular, sometimes 
plural: I who speak will lead the way; These are they who came from afar. 

b. That the personal can be used with a single verb (as, caii) to form a 
direct emphatic statement: we ca% she can, it can; but that the relative 
joined with can, does not make a direct emphatic statement: what can, 
as can. 

c. That the personal can be accompanied with an index, as the finger 
pointing; as, he, it (the finger pointing); but that the relative cannot be 
accompanied with a pointer; as, who, as, which; these do not point out. 

d. That the personal may be found in sentences having only one verb: 
studies, she sweeps it through the streets; but that the relative is found 

only in sentences having at least two verbs: He who studies learns; What he 
wanted he took; Whoever gii^es receives; It is important what Ido ; I tell thee 
what, Corporal, I could tear her; I heard wlisit prevented his coming. 

e. That the personal often forms a part of an independent statement; as, 
He is divine; but that the relative forms part of a dependent, or accessory, 
statement; as, He who rules the world is divine. "Who rules the world" is 
accessory to he, and would not make an independent statement of itself. 

f. To Distinguish the Relative from the Interrogative. 

a. The essential signature of a relative is the fact that there must be two 
verbs, at least, in the sentence; whereas both the personal and the inter- 
rogative are used in sentences having but a single verb. 

Belatives : I tell you what, that is a fine horse; "We knew not what to do; You 
decided Yi\^ it was; I A;?iow who was the first president; ^^atnx gives re- 
ceives; Take what you want. 

Interrogatives: '^hX prevented his, commg'^. Who^■she? Which ^« Uranus? What 
is man? 

Personals: Who is he? It is I; She sweeps it through the streets; It rains; 
It is well with my soul. 

b. The essential evidence of an interrogative is always that it introduces 
a direct question; which it may do with a single verb; as Who was the man? 
A direct question is often incorporated in a sentence, and is then, usually, 
inclosed within quotation marks, thus: He asked, "Who was the man?" Who 
is here an interrogative, since it introduces a direct question. But if the 
direct be changed to the indirect discourse, the order of the words will also 
be changed, and who will then become a relative; as. He asked who the 
man was. 

g. Properties of the Pronoun. — The properties of the pronoun are 
the same as those of nouns, — person, number, gender, and case. 



THE WORDS CLASSIFIED. 449 

h. Declension op Simple Peksonal Pronouns.^ — The student should 
fix the following forms in the memory — by committing, if necessary: — 

Common Gender. 





First 


Person. 


Second Person. 




Singular. 


Plural. 


Singular. 


Plural. 


Rominative : 


I. 


We. 


Thou. 


You. 


Possessive : 


My, mine. 


Our, ours. 


Thy, thine. 


Tour, yom-s. 


Objective : 


Me. 


Us. 

Third 


Thee. 
Person. 


You. 




Singular. 


Plural. 




Masc. 


Fern. 


Neu. 


Com. and Neu. 


Nominative : 


He. 


She. 


It. 


They. 


Possessive : 


His. 


Her, hers. 


Its. 


Their, theirs. 


Objective ; 


Him. 


Her. 


It. 


Them. 



i. Declension of the Relative Pronouns. — These have the singular 
and plural alike. The interrogatives are declined precisely like the rela- 
tives who, which, and what. 

Nominative: Who. Which. What. As. 

Possessive : Whose. 

Objective: Whom. Which. What. As. 

OBSERVATIONS : 

a. The plural you is now used in familiar address to denote either one 
or more than one. But let the student observe that it is always grammat- 
ically plural. (See Demonstration XV.) 

b. Rulers, reviewers, editors, leaders in prayer, and other^s, who speak 
for their constituents, their readers, or an assembly, use we in lieu of I to 
preclude the objection of the "fallibility of self," on the one hand, and the 
"responsibility of self," on the other hand. Says the king, in Hamlet, 
"Therefore our sometime sister, now our queen . . . have we . , , 
taken to wife." 

C. Names of children, and such animals as, to the mind, present no ex- 
hibition of their properties of sex, are to be regarded as neuter; and hence 
are represented by the neuter pronoun it. (Cf. Demonstration III., Obs. e, f.) 

d. In parsing the possessive in such expressions as "He is a friend of 
mine," "Your weeping sister is no wife of mine," some word, as, possess- 
ing, owning, liamng, must be supplied. (Cf. Demonstration V., Obs. e.) 

e, 'Which, what, and as are used in the third person only. Who and that 
may represent any of the conversational parts, or persons; as, — 

I, loho am his pupil, do not believe it. 

God of our salvation, who art the confidence of all the earth. 

1 will bless the Lord, who hath given me counsel. 
I that bring the news made not the match. 

Thou icho stealest fire, strengthen me, enlighten me. 
29 



^50 THE SYSTEM METHOD. 

I that denied thee gold, will give my heart. 

Thou that inhabitest the praises of Israel. 
Dark anthracite that reddenest on my hearth. 

f. Wlio is used for persons and things personified, occasionally for 
things not personified; as, — 

The most advanced nations are those wJio navigate the most. — Em- 
erson. 

The nineteenth century, whose speculative genius. — Id. 

Want is a growing giant whose coat. — Id. 

Inventory of the Southern Heavens, a work whose value. — Id. 

1 could a tale unfold whose lightest word. — Shakspeare. 

g. Than Whom.^ — In such expressions as, " My father, than whom no 
man is wiser, approves that course," whom is an adverbial object of the 
comparative adjective wiser, and than is a subordinate conjunction connect- 
ing word governed {ichom) and word governing {loiser). (See Demonstra- 
tion XXVI., b 6 b; and Demonstration XX., note 2.) 

h. Which is used for animals and things, sometimes for persons; as, — 

"The anecdote of handsome captives which.'''' — Emerson. 

" Hostile to geniuses which seeing and using ways of their own." — Id. 
In Old English, tchich displaces wJio; as, — 

"Let them be ashamed which transgress without cause." 

" Our Father ^Dhich art in heaven." 
But this is not now regarded as good English, which would require, 
" Our Father w7io art in heaven." 

i. That is used for persoiis, animals, and things; as, — 

" Wake all ye that sleep." 

"How should I that am a king, give my own daughter saving to a 
king." 

"The evil that men do lives after them." 
j. Tests to distinguish between pronouns and nouns. (See Demon- 
stration I., b, c, d.) 

Prog. XIT : 1. Class of Pronoun. 2. Person. 3. Number. 4. Gender. 5. Case. 

a. Personal. a. First. a. Singular, a. Masculine, a. Nominative. 

b. Relative. b. Second, b. Plural. b. Feminine, b. Objective. 

c. Interrogative. c. Third. c. Neuter. c. Possessive. 

d. Common. 

PAMTICULARS : 

It^ might have been he,^ but could not have been I.^ I* understood it ^ to be 
them.^ We ^ took it * to be the man who ^ had gone before us.^'^ Who ^^ say ye ^^ that 
I ^2 am? If it^* was not he,^^ whom^Mo you^'' suppose It^^ to have been? Has he^^ 
received his^" pension? Whose ^^ house is on fire? Which ^^ is Venus? What^^ do 
you want? I '^^ esteem the boy who"^ loves study. What^'' do I^'^ know? 

Thou 2^ to whom -^ all creatures bow, 
How mighty is Thy ^'^ name ! 



1 



THE WORDS CLASSIFIED. 451 

And thou,^^ too, whosoe'er ^^ thou ^3 art, 
That ^* readest this brief psalm ! 

They ^^ saw themselves ^^ deceived. Is it ^^ far to Chicago ? It ^^ is well with my ^^ 
soul. It*" is the same to him*i who ^ wears a shoe as if the whole earth were cov- 
ered with leather. See it ^^ hghtening. I ^ that *^ denied thee *^ gold, wiU give my ^'' 
heart. Who*^ are you*^ that^" have no task to keep you^i at home? It^'** was now 
a matter of curiosity who ^s the old gentleman was. Tou,^* John, yourself ,^5 ^j-e in fault. 
Who 58 and what ^7 are you ^s that ^9 would lay the ghastly anatomy bare? What *''* is 
the ocean but cubic miles of water? Ye,^^ therefore, who®^ love mercy, teach your^^ 
sons to love it ^- too. There stood by me ^^ this night the angel of God, whose ^^ I ^"^ 
am, and whom ^^ I ^^ serve. This same child is he '"^ who ^^ reigns. Who "^^ should be 
king save him '^^ who ''^ makes us ''^ free? 

1 7S have dogs, my ^^ lord, 

WiU rouse the proudest panther in the chase. — Shakspeare. 

Come, come, and sit you '^^ down. — Id. We ^^ hunt not, we,^" with horse nor hound. 
— Id. 1 ^1 care not, I,^^ knew she ^^ and aU the world. — Id. Myself ^* have to mine ^^ 
own turned enemy. — Id. Myself ^^ have letters of the self-same tenor. — Id. What^^ 
touches us *^ ourseK *^ shaU be last served. — Id. 

How should I "" that ^^ am a king. 

Give my^^ own daughter saving to a king. — Tennyson. 

Who ^^ is he? 9* What ^^ is man? Which ^^ is yours? ^'^ She struts it ^^ through the 
streets. He^^ is a friend of mlne.^o" Your^"^ weeping sister is no wife of mine.!"^ 
j^i03 -(vho^"* am his pupil, do not believe it.i''^ I^"^ that^'^^ bring the news made not 
the match. The sun seemed shorn of his ^^^ beams. Never did Nature betray the 
heart that loved her. 109 Tremble, thou ^i' earth, at the presence of the Lord. Can 
Time, his^ flight reversed, restore the hours? 

How wonderful is Death, — 
Death and his ^^^ brother Sleep. 

Folly hails them ^^^ from her ^^^ shore. ReUgion veils her ^^^ eyes. 

Jura answers, through her ^^^ misty shroud, 

Back to the joyous Alps, who i^'' call to her ^^^ aloud. 

I "9 that speak to thee ^^o am he.^'-^i He ^^a that 1^3 endureth to the end shall be saved. 
Whom 124 the gods would destroy, they i^s first make mad. Art thou i^^ that traitor 
angel, art thou^^'' he?!^* 

Truth, crushed to earth, shall rise again ; 

The eternal years of God are hers;!^^ 
But Error, wounded, writhes in pain, 

And dies among his i^o worshipers. 

The thunder 
Winged with red Ughtning and impetuous rage, 
Perhaps has spent his i^i shafts. — Milton. 



452 TEE SYSTEM METHOD. 

DEMONSTRATION XV. 



FACT MATTER— It^ Thou, You, As, and miat : 

a. It is used, in the absence of an explicit name, to indicate that con- 
cerning which we have no comprehending thought. For an instance, con- 
sider, "It is raining." Could the mind at one view comprehend that to 
which the word it refers, we should have a specific name for that thing, just 
as we have for a house. We can write neither " cloud is raining," ''weather 
is raining," nor "elements is raining;" nor anything save " it is raining." 
The only express word to be employed is it. 

It is an erroneous and pernicious notion to call it an "expletive" in 
any sentence: as if mankind were demented, preserving with the greatest 
care, in the very parks of the literary forests, the most useful and graceful it, 
because it is an "expletive," a "superfluous" and "useless" element! It is 
always a pronoun, personal, representing its own special and substantial 
value. The word it is used to indicate, — 

1. A certain condition of fortune or lot; as, Think of me when it shall be 
well with thee; It was good to be there; It is well with my soul. 

3. A certain condition of welfare or happiness; as, It is better to suffer 
wrong than to do wrong {to do is an adverbial element belonging to bet- 
ter); I believe it to be necessary that I should go. 

3. A certain condition of destiny or providence; as. It was for Alexander 
to die in the prime of life. 

4. A certain condition of experience or action; as. It is useless to complain 
of what is irremediable; It is impossible to please every one; It is pleasant 
to play; It is difficult to write well; It came to blows between them; It is 
the same to him who wears a shoe as if the whole earth were covered 
with leather. 

5. A certain condition of the weather or climate; as, It is sultry; It is 
Unheal thful there; It is warm. 

6. A certain condition or action of the elements; as, It is raining; See it 
lightening. 

7. A certain measure of time or space; as. Is it far to the city? It is more 
than one hundred years since the nation was born; It is forty miles to 
Chicago. 

8. A certain imitation of action or conduct; as, He is disposed to lord it 
over them; He struts it through the streets; Come, and trip it as you go. 

9. Or, finally, to indicate whatever vague and derived thing invisible 
to the eye, is yet visible to the mind or fancy — whether thought can name it 
or not; as. Love is a silly infatuation, depend upon it; It is important what 
be is. 



THE WORDS CLASSIFIED. 453 

"In that and all things will we show our duty." 

" We doubt it nothing; heartily farewell." — ShaTcspeare. 

It was in the tree that the rabbit ran; It is to you that we speak; It is they; 
It is John and Mary; It is possible that we have erred; It is a man; It is 
doubtful whether he go home; It was the day that we came home; It is 
enough if you do your best; When the wicked are cut off, thou shalt see it; 
I said he was a fool, and am. sorry for it. 

b. It is frequently the base of an explanatory appositive; as. It is a 
curious fact in modern history, the growth of the machine &h.o^.— Emerson; 
It is the foible of American youth, pretension. — Id; I will walk through fire 
to gain it, your full leave to go. — Tennyson; He declared it to be wrong, 
the tiling which I did. 

Tlaou. — Thou is now used only in solemn address, and by the Fiiends. 
Formerly, it was employed universally in familiar address, denoting any 
degree of intimacy or familiarity. This explains why, in familiar discourse, 
we now employ the plural you in the singular as well as in the plural sense; 
for, since treating persons with undue familiarity is an efficient means of 
expressing contempt, it was but natural to employ tJiou for that purpose. 
Thus, Coke addressed Sir Walter Raleigh to insult him: "All that Lord 
Cobham did was at thy instigation, thoU viper! for I thott thee, thou traitor!" 
Thus, from a caution that has long been practiced to avoid a contemptuous 
remark, and from the consequent aversion to the word thou, and from that 
politeness and flattery always avouched when plurals are donated to indi- 
viduals, we have come to use the plural you in the singular as well as in the 
plural sense. 

You Always Plural. — ISTot the side-show application which a word 
may acquire, but that sense in which its form was conceived, and in which 
the word has been longest maintained, determines the grammatical property. 
Von is plural in grammatical number because its form was first conceived in 
the idea of two or more, and because it has ever since been used with a 
plural verb. \m has been used in the singular sense only since the middle 
of the sixteenth century or thereabout. We say, You are, never You art; You 
can, never You canst; and can never use it with a singular verb. 

It has been supposed that the fact that you is applied to a single individ- 
ual, is proof that it is singular in number. But the same sort of proof 
would establish we, also, in the singular number; as, Wc, Victoria, queen of 
England, do proclaim; When we set oiir hand to this great work, we purposed 
with ourself never to wed. — Tennyson. If you is to be regarded as singular 
because it may be used to denote one, then we shall parse we in the singular 
for the same reason. So far as grammar is concerned, both you and we are 
always plural; yet both may be used to refer to an individual thing. 

As. — a. As is a relative pronoun, — 
1. When it refers to a preceding noun; as, I have read such bOOks as please 
me; He has as many books as can be read with profit; There is as great a 



454 THE SYSTEM METHOD. 

variety as can be found in any other country; He then read the conditions as 

follow. — Nutting's Grammar; We made as naany bricks as the material ren- 
dered possible. 

2. When it refers to a preceding adjective; as, The business is such as 
concerns me; Avoid sucll as are vicious; They are the same as escaped from 
us; He collected as mucll as is due; As many as choose, may remain; The 
positions were sucll as appear incontrovertible. — Murray. Reconciliation 
was offered on conditions as moderate as were consistent with a permanent 
union; We made as mucll of him as was possible; They are as fruitful as we 
saw growing. 

3. When it forms part of a subordinate sentence accessory to the verb Be; 
as. The words are as follow. — Addison; The conditions are as follow. — Nut- 
ting's Grammar; The particulars are as follow. — Buckets Grammar; His 
words are as follow. — Steele; The conditions of the agreement were as fol- 
lows. — CamphelVs PMlosopTiy of Rhetoric; The arguments advanced were 
nearly as follows. — Murray; The circumstances were as follow. — Gromhie. 

4. When it forms part of a sentence accessory to another sentence; as, 
The wicked shall perish, as all the world knows; The point in dispute was, 
as all the world knows, to which the said spectacles ought to belong. 

b. As is an adverb when it forms part of any clause accessory to any 
verb except Be; as. The arguments were advanced as follows; The sentence 
should be 2:»unctuated as follows; Dr. White si^oke as follows; He trembled 
as he spake; He acted as he was directed; You will reap as you sow. 

e. As is a conjunction when it corresponds to a preceding adverb ; as, I 
am as tall as you ; I shall consider his censures so far only as concerns my 
friend's conduct ; I had as lief go as stay. The as's in the following sen- 
tences are also conjunctions : It was as black as night ; As I knew him to be 
gone, I did not call ; The English hate the French as frivolous ; He was re- 
garded as dangerous ; They regarded him as dangerous ; Brutes have the 
least sense of actions as distinguished from events ; You were as innocent 
of it as I ; His brother writes as well as he ; No lamb was e'er so mild as he; 
There I brought her as pitying her usage. — Massinger ; Virtue considered 
as virtue, is purely hight ; He seems as if he were inspired ; He fell as 
though he had been shot ; A noun is a name ; as, man, eagle ; I chose 
him as the most worthy ; I assume it as a fact ; As it was then, so it is now ; 
The widow's enjoyment was wrapped up, as it were, in her only child ; Lib- 
erty was theirs as men['s] ; He acted as governor ; He came as a business 
man ; As a dramatic poet, Shakspeare excels ; He went out as mate ; As 
mayor of the city, I felt much aggrieved ; The beggar is greater as a man 
than is the man merely as a king ; Currency, considered as paper, has little 
value ; As to your statement, I am doubtful ; As for me, give me liberty or 
give me death ; Phrases and clauses, as adverbial elements, are used with 
much greater precision ; The word means to place in an equal state as to 
obligation ; He often vaunts himself as victorious ; As yet, science has 



THE WORDS CLASSIFIED. 455 

hardly penetrated through the surface of nature. (See Demonstration 
XX., d, note.) 

d. As IS Never a Preposition. — Whatever may connect the object- 
ive case to a verb may become a preposition. A word that cannot connect 
the objective case to a verb, cannot do the service of a preposition, and 
hence cannot be a preposition. In the sentences, "He came as an embas- 
sador," and "She reigns as queen," both embassador and queen are nomina- 
tive by the rule of "Be and the Same Meanings." But a preposition gov- 
erns not the nominative, but the objective case. Hence as cannot be a 
preposition, but is merely a conjunction in either sentence. (See Demon- 
stration XIX.) 

What, — a. What is a simple relative used where the word thing intro- 
duced before it requires which in lieu of what, and is exactly like which both 
in its properties and construction ; as, Buy what you need ; Do what is 
right ; It is important what he is. If thing is introduced, what is changed to 
which; thus, Buy the thing which you need ; Do the thing which is right. 

b. What Parsed. — Parse exactly as if thing were introduced, and you 
were parsing lohich. Thus, in the derived sentence, ' ' Do the thing which is 
right," we see that — 

1. Whieh=pro., rel., 3d, sing., neu., nom., subject of is. Hence the pars- 
ing of — 

2. What=pro., rel., 3d, sing., neu., nom., subject of is. And so in "Buy 
what you need," it is seen that which would be objective, object of need. 
Hence — 

3. What=pro., rel., sim., 3d, sing., neu., obj., object of need. And so in 
"It is important what he is," — 

4. What=pro., rel., sim., 3d, sing., neu., nom., meaning the same as he 
before is. 

C. What a Simple, not a "Double," Relative. — In view of the wide- 
spread error concerning the nature of what, I have discussed it somewhat at 
length. The common practice of expanding the sentence by substituting 
for what other words of equivalent meaning, should be denounced by all 
good teachers of grammar as the coxcomical science of the copier. That 
what is equivalent in meaning to "the thing which," is true, but that what 
is equivalent in parsing, or grammatical construction, to "the thing which," 
is not true. For — 

d. Equivalency in Meaning is not Sameness of Grammatical Con- 
struction. — Examine, 1. Those books are hers, and 2. Those books are 
her books ; in which sentences hers and her books are presented as identical in 
meaning, but radically diflEerent and even contradictory in grammatical 
construction, as indicated in the parsings, thus : — 

1. Hers=pro., per., 3d, sing., fern., poss., limiting [books] omitted. 
f Her=pro., per., Bd, sing., fern., poss., limiting books. 
1 Books=noun, 3d, plu., neu., nom., meaning same as boohs before are. 



456 TEE SYSTEM METEOB. 

Now, if parsing the tldng icMch parses what, then parsing her books parses hers; 
for in each case it is parsing the equivalent meaning. But if the parsing, 
or grammatical construction, of hers is the same as the grammatical con- 
struction of her books, hers is both a noun and a pronoun! both singular and 
plural! both feminine and neuter! both possessive and nominative! 

But the student has now observed that the grammatical construction of 
her and hers is the same, the parsing being identical. Her is used when the 
noun is expressed, and kers when the noun is omitted. In the same way, the 
grammatical construction of lohich and what is the same, which being used 
when the noun thing is expressed, and what when the noun is omitted. 
That which and what are in the same construction will be apparent when it 
is understood to be the general law of language forms that — 

e. The Same Grammatical Construction mat Eequire Different 
Forms for Different Circumstances. — If we change the circumstances, 
in the sentences above, by supplying hooks, this law requires the form hers 
to be changed to her, eliding the s, though the parsing of the two words is 
the same. In the same way, if we change the circumstance, by supplying 
thing in the sentence "Do what is right," this law changes what to loMch, 
thus, " Do the thing icMch is right," though the parsing of the two words is 
the same. We could point to numerous examples of other pronouns, nouns, 
adjectives, where different forms arise by change of circumstances ; but, in 
all cases, those different forms are parsed alike, — are alike in grammatical 
construction, just as what and which are. Examples are, — 

This is the man that I spoke of. 
This is the man of whom I spoke. 

None knew thee but to love thee. 

No person knew thee but to love thee. 

We consulted the lawyer's library. 

We consulted the lawyer, Henry Felix's library. 

All the world was Olirs once more. 

All the world was our possession once more. 

That evidence is from an historical source. 
That evidence is from a history. 

f. It is evident that to parse or describe a word is to give its own prop- 
erties ; not to describe, or give the properties of, some other word. Man- 
ifestly, then, if pronouns have their own person, number, gender, and case, 
in parsing what, we shall find its own person, its own number, its own gen- 
der, its own case. And to pretend to be guided in parsing, or giving the 
properties of, the pronoun what, by giving the properties of the adjective the, 
the noun thing, and the relative which, is to take the cars for New York by 
embarking in the ship Pretension for the Island of Lanterns. 



THE WORDS CLASSIFIED. 457 

Difference betvreen a Relative and an Interrogative. — 

The gTammarians teach that the two points upon which any word is cata- 
logued as a relative pronoun are, — 

1. That it represents an antecedent noun or pronoun; 

2. That it binds that antecedent to itself. 

And they aver that in such sentences as, " It is important wkat I do," "I got 
what I wanted," "I tell you what, that is a fine horse," what is a relative pro- 
noun. But taking "noun" to mean "name," — its proper signification, — let 
us ask. What antecedent name does what represent? It must be evident, 
even to an ordinary student, that what represents no antecedent name, either 
expressed or understood. But since there is no antecedent (1.) which it 
could represent, it does not bind (2.) an antecedent to itself. What, then, if 
it is a relative at all, is such by virtue of some other principle than the two 
couched by the grammarians. 

To estaJblish a principle of classification in science is to find at least 
one point — 

a. In which a number of objects are alike; and — 

b. In which those objects differ from all others. 

And the class name of these similar objects has reference to that point 
only, and leaves all other circumstances out of view. Now the principle in 
which one relative is like any other relative, and unlike a personal or an 
interrogative pronoun, consists in this, that the relative establishes a relation 
beticeen verbs, not that it represents and binds to itself an antecedent noun 
or pronoun. We now see why, in either of the sentences quoted, what 
should be reckoned a relative: because it establishes a relation between verbs. 
With a single verb, the sense in either is incomplete. Thus, both "I found 
what" and "I tell thee what" are unfinished without, and therefore demand, 
a second verb; whereas an interrogative demands but a single verb; as. 
What was wanted? 

It would seem that the dispute about the pronoun in indirect questions 
in such sentences as "I know what prevented his coming," should be forever 
settled by this consideration; since the only objection here to calling what a 
relative, is that it does not represent (1.) an antecedent noun or pronoun 
which it could bind (2.) to itself, which objection, as we have just seen, is 
no objection at all. And it does do what every relative must do, and what 
no interrogative can do, namely, establish a relation between two verbs. 
It is incidentally true, indeed, that every relative must have, or must not 
have, reference to an antecedent; just as it is true that every quadruped 
must be horned or hornless. And it would l^e just as scientific, and not less 
laughable, to declare that what is a relative (properly indicating a relation 
between verbs) because it represents an antecedent noun, as to declare that 
a horse is a quadruped because it represents a two-eared animal! The horse 
is a quadruped, not because it has two ears, but because it has four feet. 
The relative is a relative, not because it represents and is bound to an ante- 



458 THE SYSTEM METHOD. 

cedent noun or pronoun, but because it connects (establisbes a relation be- 
tween) two verbs. 

Prog. XV: /. Class of Pronoun. 2. Person. 3. Number. 4. Gender. 5. Case. 

a. Personal. a. First. a. Singular, a. Masculine, a. Nominative. 

b. Relative. b. Second, b. Plural. b. Feminine. b. Possessive. 

c. Interrogative. c. Third. c. Neuter. c. Objective. 

d. Common. 

PABTICULABS : 

It 1 was good to be there. She sweeps it ^ through the streets. Come, and trip 
it 3 as you go. It * is important what ^ he ^ is. It "^ is they.* It ^ is John and Mary. 
It 1" is enough, if you " do your ^^ best. I ^^ said he i* was a fool, and am sorry for it.^^ 
It ^8 is the foible of American youth, pretension. He ^"^ declared it i* to be wrong, the 
thing which ^^ I ''^'^ did. We,^^ Victoria, queen of England, do proclaim. "When we^^ 
set our "3 hand to this great work, we^* purposed with ourself ^^ never to wed. — Ten- 
nyson. Buy what "^ you need. Do what ^^ is right. Buy the thing which ^^ you need. 
Do the thing which 29 is right. Those books are hers.^o That book is hers,^! not 
yours. 32 This is the man that ^^ I spoke of. AU the world was ours ^^ once more. I 
got what 23 1 wanted. I ^^ teU you what,^'' that 's a fine horse. I know who ^^ he ^9 is. 
I know what *" prevented his coming. There are who ^ put their ^ trust in riches. 
I know who*3 was the first president. Take what^ you^^ want. Thou^^ who*^ 
stealest fire, strengthen me, ^* enlighten me. Wake, all ye*^ that^o sleep. What^i^ 
touches us ourself 32 shall be last served. — Shakspeare. Whatever 33 is, is right. Who- 
ever 3* did it,35 ought to be punished. I knew not what 36 to do. What 37 he 38 says, 
is true. We see what 39 he is doing. Whoever ^o gives, receives. Whoever ^^ trusts 
him will be deceived. I knew not what ^2 it was. They have furnished what ^^ will 
deUght us. He 's not what ''* I took him ^3 to be. When it ^6 struck ten, it ^7 began 
to rain. TeU what ^8 it is to be wise. Whatever ''^ he does, you mind what ^^ 
I teU you. We could not conceive whaf^^ had made him what ''2 we found him. 
Whatever '^^ thy '* hand findeth to do, do it with thy might. Whatever ^3 i do, I can- 
not please you. I asked what ™ he knew about it. We all knew what '''^ the difficulty 
was. I have read such books as ''^ please me. He has as many books as ^^ can be 
read with profit. There is as great a variety as 89 can be found in any other country. 
The business is such as 8i concerns me. Avoid such as 82 are vicious. He collected 
as much as 88 is due. As many as84 choose, may remain. We made as many bricks 
as 83 the material rendered possible. The positions were such as 86 appear incontro- 
vertible. Reconciliation was offered on conditions as moderate as 87 were consistent 
with a permanent union. The conditions are as 88 foUow. His words are as 89 foUow. 
The conditions of the agreement were as ''" follows. The wicked shall perish, as 9i aU 
the world knows. He then read the conditions as ^2 foUow. The point in dispute 
was, as 93 all the world knows, to which the said spectacles ought to belong. 

Man, proud man, 
Drest in a little brief authority. 
Plays such fantastic tricks before high Heaven 
As ^* makes the angels weep. — Shakspeare. 

Whence and what ^3 art thou,^^ execrable shape? She soured to what 97 she ^8 ig. 

What 99 can you do with an eloquent man? Man is such asi"** his afEection and 



THE WORDS CLASSIFIED. 459 

thought are. Such as ^"^ have deprived themselves of charity, wander and flee. The 
modern world is theirs.i*'^ Whati''^ is there that^"* he cannot do? You know not 
what^os you (Jo. — SJiakspeare. It^^^ is now struck twelve. — Id. What^"^ are the 
angles of a plane triangle whose ^'^ sides are 432, 543, and 654? — Loomis''s Trigo- 
nometnj. The most advanced nations are always those who ^^^ navigate the most. — 
Emerson. Nor is any language complete whose ^i" verbs have not tenses. — Harris'' s 
Hermes. Those adjectives whose ^^^ signification does not admit of different degrees, 
cannot be compared. Is it true, as^^^ is said, that mood refers to the manner of the 
assertion ? 



DEMONSTRATION XVI. 



All sciences are systems of what is a pa?'i! of an including tchole. Or- 
thography is the system of the letter (etymon-jjart); etymology, of the etymon 
(word-part); grammar, of the word (sentence-part). In the same way, civil 
architecture is the science, or system, of the building-part. Grammar, the 
science of the sentence-part, or word, is much like architecture: the sentence 
is to be thought of as a building, — a building formed of words (sentence- 
parts). The sentence is a wonderful building of complex parts, some essen- 
tial, some merely accessory to the essential parts, others, still, being inde- 
pendent of the body of the sentence. The essential parts of the sentence 
are usually a name and a verb. These correspond to the main timbers in 
the frame-work of a building. The accessory parts are the adjective and 
the adverb, corresponding in the sentence to those parts that are attacJie<i to 
the main timbers of a building. The adjective is attached to, or accessory 
to, a novm or pronoun; the adverb is accessory to the verb. Hence we 
study first the noun, the verb, and the pronoun: the adjective and the ad- 
verb afterward; just as we study first the bones, then the ligaments, since 
the ligaments are not the essentials, but merely things accessory to the 
bones, or essentials. 

FACT MATTER : 

a. Adjective. — A word accessory to a noun or pronoun. An adjective 
limits, or restricts, the mental view of the object named by the noun or 
pronoun to which it is accessory. By adding the to man, the word man is 
restricted from man in general, the race of men, to a particular one. By 
adding black to men, the word men is restricted from men in general, the 
race of men, to men of one color — negroes, black men. 

b. Quantitative Adjective. — One that pertains to the quantity or 
number of the object; as, six men, many men, some men, much money, little 
money, some sleeiJ; All was quiet; James and Silas were both tardj^ 



460 THE SYSTEM METHOD. 

C. Qualitative, or Descriptive, Adjective. — One that pertains to 
the quality or species of the object; as, black squirrels, a sad life, jocund spring, 
Jamaica pepper, Brussels carpet, strong-shouldered steam, Socratic method; James 
and Silas were both tardy. 

d. Demonstrative Adjective. — One that points out without pertain- 
ing either to quantity or to quality; as, sucll time, such a man; These horses 
are larger than those; Thou art the same. The demonstratives are, the, this, 
that; former, latter; some, such, yonder, next, adjacent; last, first, second, third, etc.; 
own, otlier, else, very; what, which; and occasionally others. 

OBSEBVATIONS : 

a. Descriptive adjectives have two values. The one implies the exist- 
ence of different kinds of the object; as. Mack men, good men, fast horses, 
red ribbons, brave soldiers, ill fortune, strong-shouldered men. The other 
does not imply the existence of different kinds of the object; as, Carbon is 
black; Men are good; The horse is fast; Soldiers are brave; strong-shouldered 
steam; sicift-footed Achilles; the playful child; the purring cat; the balmy 
spring; the cunning fox; Iiorse-taming Hector. The former is called the 
" definitive," or "limiting," use of the adjective; tlie latter, the " epithetic" 
use. This division of adjectives does not belong to the subject of grammar, 
however. 

b. Like nouns and verbs, adjectives are common or proper; as good, 
blue, American, Swedish; also simple, derivative, or compound; as, blue, 
bluish, bluish-green. It is not necessary to recognize these distinctions in the 
work of systematizing by the jDrograms, or parsing. 

C. Out of the whole body of numerals, each, every, either, neither, and 
none are further distinguished as " distributives." Each denotes that all the 
parts of a general whole of two or more parts are taken. Every denotes 
that all the parts of the general whole are taken one by one. Either refers 
to one of two or more parts; as, "The adjective may be of either of three 
forms." — Bay's Art of Composition. Neither is the negative of either, and re- 
fers to one of two or more. 

d. The, a, and an are improperly called " articles." They are only ex- 
pedients by which abstracts become concretes; as. The virtue y^hlch it repre- 
sents is Aopey The good &re happy; James is a good physician: Henry is a 
better. 

e. Adjectives used as nouns are called "pronominal" in use; as. The 
good are happy; Thatishers. But an adjective is an adjective still, though 
used as a noun or pronoun. 

f. Ant part op speech, out op its own construction, becomes an 

ADJECTIVE BY PERFORMING THE FUNCTION OF AN ADJECTIVE. 

1. A word generally a noun; as, a gold watch, counting-room desk, snuff- 
box factory, crocodile tears, city wealth, gospel truth, business connection, pin- 
drop silence. 



THE WORDS CLASSIFIED. 461 

2. A word generally a pronoun; as, TKAaiJ man enters dies; TF7i«Z masks are 
these uniforms to hide cowards; See what books fill our libraries; You can 
command whatever soldiers you can muster; Which book do you desire? 

3. A word generally an adverb: as, Therefore our sometime sister, now 
our queen. — Shakspeare; We have men enough; It lay in my path hither; 
My stay there was short; The journey outioard was slow; See the article 
above; On my way hither, I saw her. 

4. A word usually a preposition; as, The first tree beyond; It is the man 
within; It struck the man below. 

g. But participles used like adjectives do not, for that reason, 
BECOME adjectives, but are still verbs in the participial mood; since it is 
one of the natural and specific functions of a participle to limit a noun like 
an adjective. In "The darting swallows soar and sing," and "I hear the 
bluebird prophesying spring," darting and prophesying are to be parsed as 
verbs, participial. In syntax and analysis, we shall find that either consti- 
tutes an " adjective element " accessory to sioalloics and bluebird respectively. 
h. Compound adjectives not consolidated (as the word everlasting is) 
are written with a hyphen; as, a bird's-eye view, one-hour vale, first-class fair, 
public-spirited citizen, root-and-branch reforms, out-uf-the-world -place, " nine- 
y ears- fought- for diamonds. " — Tennyson. 

i. Names written in disconnected parts (as, New York), should have 
the parts united by the hyphen when used as adjectives; as, New-York 
Tribune; South-Chicago factory. New-York Tribune means a paper called 
the "Tribune" published in New York. Neio York Tribu?ie uieans a "new" 
paper called the "Tribune," published in York. Let the student distinguish 
between — 

New-York directory. New York Directory. 

Rocky-Mountain Park, Rocky Mountain Park. 

New-London bridge. New London bridge. 

Fourth-street car, fourth street car. 

Blue-Sea water, blue sea water. 

South-Polar Sea, South Polar Sea. 

Many-colored birds, many colored birds. 

Deep-tangled wildwood, deep tangled wildwood. 

j, An is used before an aspirated h in an unaccented syllable; as, an 
histor'ical essay, an hypoth'esis. But a is used before aspirated h in accented 
syllables; as, a his'tory, a hy'pothetical cause. An is used before words be- 
ginning with a vocal sound, a before words beginning with a subvocal or 
an aspirate sound; as, an owl, an hour; a wonder, such a one. 

k. The adjective sometimes limits not the noun alone, but the noun 
taken with other adjectives; as, a great many men, a hundred men, a few 
books, this many a year. In "a great many men," a limits the phrase 
"great many men." We cannot say, "a men." In "I, for you, this many 
a year, have done despite and wrong," this limits "many a year." 



462 THE SYSTEM METHOD. 

1. An adjective may even sometimes limit an adverb if the adverb is 
used like a noun. (See Demonstration XVIII., Obs. d.) 

Prog. XYI: /. Adjective. 2. Class. 3. Accessory to What? 

a. Quantitative. 

b. Qualitative. 

c. Demonstrative. 

PAJRTICVLAHS: 

The 1 canary's song is sweet,^ clear,^ and musical.* Were the ^ cherries ripe,^ 
red,'' and juicy? * Do you hke a ^ long,i** sharp, ^^ slender ^^ pencil? My pencil is long ^^ 
and round.^* They were blue ^^ and brittle.^^ This i^ is the i* very ^^ question. The ^^ 
EngHsh 21 are positive, ^^ niethodical,^^ cleanly, 2* and formal. ^^ Take the ^^ swiftest ^^ 
horse of the^* three.*^* The^" rude^^ boy hurt the^^ old^^ man. The^* rose is the 
fairest ^^ of flowers. He is more learned than wlse.^* Some ^^ of these ^^ books are 
worthless.^^ Then came the** joUy*^ summer. Carbon is black.*^ The *^ adjective 
maybe either** of three *5 forms. Which *^ book do you desire? See what*'' books 
fill our libraries. You may command whatever *^ soldiers you can muster. I have 
no*^ business 5* connection with him. We visited the^^ snufE-box^^ factory. We 
have men enough. ^^ Go to the first s* tree beyond.^^ He is a pubhc-spirited ^® cit- 
izen. It wih necessitate a root-and-branch ^'' reform. I, for you, this ^^ many ^9 a ^' 
year have done despite and wrong. — Tennyson. The ^^ so-called ^^ high-born ^^ are, for 
the '5* most ^^ part, heartless.^^ They boiled the eggs hard.^''' Without the ^^ other,^* 
each '^•^ is useless.''^ The ''^ rich ''^ and the '''* poor ''^ here meet together. To be ^good '^'^ 
is to be great.'"' Young, '^ handsome, ''^ and clever,*" the page was the darling of the 
house. Innocent,** amiable, ^^ and pious, *-^ he lived in dread of the ** eternal *5 wrath. 
James and I were both** tardy.*'' Quiet,** sensitive,*® devout, 9*> he was predisposed 
to melancholy. The 9* EngUsh -^ bate the^^ French®* as frivolous. "^ What®* a®^ 
wealth has England earned. Other®* refuge have I none.®® AUi**® was quiet. i"* 
Knowledge, so my daughter held, was an*®^ in aU.i®^ He was not worthy i®* suchi®^ 
a 106 ioye_ The*®'' slow,*®* sweet*®® hours bring us all**® things good.*** My good*'*^ 
lords both,**3 I shall do so. O, what*** portents are these.**^ On Wednesday next,*** 
our Council we wiU hold at Windsor. None **'' is so deaf *** as he that wiU not hear. 
The wicked **® flee when no *~® man pursueth, but the *2* righteous i^^ are bold *2* as a 
lion. The*2* upright *25 shall dwell in the*^® land, and the*^'' perfect *2* shah remain 
in it. He came unto his own,*^® and his own *^® received him not. 

Ear through the *** memory shines a**^ happy **^ day, 
Cloudless *** of care, down-shod *2^ to every *3* sense, 
And simply perfect **'' from its own *** resource. — Lowell. 

*See Demonstration XXIX., c, note. 



THE WORDS CLASSIFIED. 463 

DEMONSTRATION XVII. 



FACT MATTER : 

a. Grammatical Comparison. — A- variation in the adjective by which 
a measuring principle is established for objects and attributes, as follows: — 

1. Between two objects: James is taller than John; London is larger than 
New York. 

2. Between one object and all others under view: London is the largest 
of cities; Moses was the meekest of men; The rose is the fairest of flowers. 

3. Between attributes: She is more nice than wise; He is stronger than wise. 

4. Between measures of the same attribute: Thou canst the wisest Wiser 
make; He is happier at home than he is abroad; I grew greater. 

There are three forms of comparable adjectives, as follows: — 

b. The Positive Form. — That in which the measuring principle is 
applied to a single object or attribute; as, He is a good man; The 7iouse is 
large. 

C. The Comparative Form. — That in which the measuring principle 

is applied to two objects only or two attributes only; as, Thou art a goodly 

youth and worth a goodlier boo7i; London is larger than New York. 

Jffofe.—TMs form frequently governs a noun in the objective case. (See Demonstration 
XX., d, note 2.) 

d. The Superlative Form. — That in which the measuring principle 
is applied to the whole number of objects or attributes under the mental 
view; as. Woman is the fairest of the sexes ; The sun is the brightest of the 
two lights made to rule the earth. 

e. Regular Comparison. — Adjectives are compared regularly by add- 
ing to the positive, er for the comparative, and est for the superlative. Ex- 
amples are, — 



ositive. 


Compar. 


Super. 


Positive. 


Compar. 


Super. 


Bright, 


brighter. 


brightest. 


Nice, 


nicer, 


nicest. 


Crooked, 


crookeder. 


crookedest 


Mild, 


milder. 


mildest. 


Happy, 


happier, 


happiest. 


Tall, 


taller. 


tallest. 


Worthy, 


worthier, 


worthiest. 


Wise, 


wiser, 


wisest. 



f. Irregular Comparison. — Adjectives are compared irregularly by 
different or modified words. Examples are, — 



Positive. 


Comparative. 


Superlative. 


Aft, 


after. 


aftermost. 


Bad, ill, evil^ 


worse. 


worst. 


Far, 


farther, 


farthest, farthermost. 




further. 


furthest, furthermost. 




Good, 


better. 


best. 



464 



THE SYSTEM METHOD. 



Fore, 


former, 


End, 




Eastern, 




Southern, 




In, 


inner, 


Under, 






hither, 
hinder. 


Hind, 


Little, 


less. 


Much, naany. 


more. 


Late, 


later, latter, 


Low, 


lower, 


Near, nigh, 


nearer. 




TlPtllPT 


Old, 


older, elder, 


Out, 


outer, utter, 


Up, 


upper, 



first, foremost, 
endermost. 
easternmost, 
southernmost, 
inmost, innermost, 
undermost, 
hithermost. 
hindmost, hindermost. 
least, 
most. 

latest, last, 
lowest, lowermost, 
nearest, next, 
nethermost, 
oldest, eldest. 

outermost, uttermost, utmost, 
uppermost, upmost. 

g. Logical Comparison. — Logical comparisons are made both through 
the three grammatical forms and by prefixing more, most, or less, least; thus, 
beautiful, more beautiful, most beautiful; beautiful, less beautiful, least beau- 
tiful. In regard to logical superlatives, it should be observed that in Eng- 
lish no word is absolutely superlative except what has its grammatical form 
in st. The best authors habitually write " most perfect," "most supreme," 
"most permanent," "most right," "roundest," "straightest," "sincerest," 
"truest," "chiefest," "extremest," "supremest," etc. 

h. Most Perfkct, Extremest. — It has been a dispute whether Addi- 
son's sentence, " Our sight is the most perfect ... of all our senses," and its 
sort are proper. Perfect is from ]}er and facio {" thorough " and " to make "), 
and means simply "thoroughly made," or "thoroughly finished;" hence, 
most perfect cannot be less proper than "most thoroughly finished," which 
phrase is certainly good thought sensibly conceived and well expressed. 
And so extreme=" at the outer," not necessarily the "utmost," edge; hence 
the classic "extremest : " " The extremest verge of the swift brook." — ShaJcs- 
peare; "On the sea's extremest border stood." — Addison; "To extremest thrill 
of agony." — Pollok. 

i. One and Other Sometimes Nouns. — It has been shown (See Dem- 
onstration II., Obs. k) that whatever takes the plural sign is a noun. The 
added s alone is adequate to identify one and other as nouns in the following 
examples. But it will plainly appear to him who attends to these examples, 
that not only do one and other exhibit the plural by adding the s, but they 
exhibit likewise the possessive by taking the ('). And if we add that they 
have the constructions and the properties of nouns, it cannot be questioned 
that they are nouns; for thus to decide is only to aver that what has the 
uses and the properties and the peculiarities of a noun, must be a noun. 



THE WORDS CLASSIFIED. 465 

Hence, only by avouching the laughable doctrine that that is not a noun 
which has the varied uses, the several properties, and the distinguishing 
peculiarities of a noun, could we deny that one and other, in the following 
examples, are nouns: — 

1. Nominative singular, subject of verb: One has to comply with law; 
What an other may say does not concern me. 

2. Nom. plu., subject of verb: The old birds flew away, but the young 
ones remained in the nest; I know not what others say. 

3. Obj. sing., object of verb: Labor makes one merry; The one aided the 
other. 

4. Obj. plu., object of verb: He admires virtuous statesmen, but despises 
corrupt ones ; No man can command others, until he has himself learned to obey. 

5. Obj. sing., object of preposition: Time gets the better of one ; I am the 
sister of one Claudio; You should never covet the goods of an other. 

6. Obj. plu., object of preposition: They came with the little ones; Re- 
spect the rights of others. 

7. Poss. sing., accessory to a noun: Evil hides behind one's back; The in- 
stinct to protect one's self comes by nature; Teach me to feel an other's WOe. 

8. Poss. plu., accessory to a noun: One may profit by otliers' experience; 
"Black-man" is the little ones' game. 

9. Poss. plu., accessory to a participle: The young ones' warbling was 
sweet; I care not for others' scoffing. 

10. Object of preposition, and base of appositive: The witness referred to 
others,— James Little and Edward Finch; I am the sister of one Claudio. 

11. Appositive to noun or pronoun: It was Cain, the one that killed his 
brother; The oflicers caught little and Finch, the others. 

13. One And Othee, Declined: — 

Singular. Plural. 

Nominative: One, other. Ones, others. 

Possessive: One's, other's. Ones', others'. 

Objective: One, other. . Ones, others. 

13. Noble Butler says, " Among personal pronouns may be placed one and 
other." And Goold Brown thinks, very feebly, that others is a noun and 
"ought to be parsed as such, . . . unless it be called a pronoun " ! But 
the pronoun theory cannot be more satisfactory than Mr. Brown's con- 
founding language. The essential difference between a noun and a pronoun 
lies in their syntheses of properties, and nowhere else. In the noun- 
synthesis, we may observe two things always, — (1.) that the regular plural is 
formed in s or es; (3.) That the possessive is formed, the singular in 's, the 
]3lural in the ('); while in the synthesis of the pronoun, both the possessive 
and the plural lie covert and undistinguishable in the root of the name-word. 
Thus, in the pronouns my, his, our, their, we can separate the possessive and 
plural signs neither from each other nor from the naming word. But 
in one's, ones', other's, others', boy's, boys', trunk's, trunks', we can at once distin 
30 



40G THE SYSTEM METHOD. 

guish 's as the possessive singular, (') as the possessive plural, and s as the 
sign of the plurul number ; hence the doctrine that others and ones are 
nouns. (See the definitions of noun and pronoun, Demonstrations I. and 
XIV.) 

j. One and Otiiek as Adjectives. — One is an adjective save when 
used as above, or vphen used abstractly to denote number. Examples of 
one are, — 

1. As an adjective: Yfe, being many, are one head and one body; The 
dream of Pharaoh is one; One i)ound of energy is worth ten pounds of intel- 
lect; One time one is one; Either failed to make the kingdom one; There is 
none other God but one. 

2. As a noun: One and one are two; Two times one are two; One time one 
is one. 

other is an adjective when not having the plural s, and referred to an 
object somewhere named in the sentence; as, Other refuge have I none; The 
king had one fair daughter and none Other cJhild. 

k. Ones, OxnEiis, Nominatives, Plurals, Hundreds, Tenths, Doz- 
ens, Twos, Superiors, Betters, etc. — It is the essential character of the 
plural number to indicate some sort of concrete repetition of object, action, 
part or particle. And the formation of the plural is by the addition of s or 
es to some name in vogue at the present, or at some past time. Hence that 
object, action, part or particle, whose plural is formed, must itself neces- 
sarily have a name — sometime properly or im])roperly used — before a plural 
could be formed. Thus, trees, boxes, oats, scissors, have tree, box, oat, scissor, of 
which the last two are not now properly used. Then it is that the fact of 
the existence of a plural in s or cs is indubitable proof of the existence of 
the necessary name, or noun; and we at once decide that what takes the plural 
sign, therein becomes a noun; as witnessclh ones, others, and the other nouns 
at the head of this Observation, and their like, of which the following are 
examples; Be courteous to your betters; Their betters would hardly be found; 
Some nouns have two plurals of different signiiications; In compounds, the sign 
of the plural is added to the important part; What is meant by two thirds 
of a unit? How many twelfths in three fourths? The possessives are formed by 
adding 's to the nominatives; One should defer to his superiors. 

1. Each, Else, All. — We are now ready to observe that each, else, and 
all never add the s or es of the noun plural, but that they are always adjec- 
tives. In " They loved each other," each is a quantitative adjective, accessory 
to person, which is to be supplied to complete a sentence whole. Other is a 
noun, object of loved, which is also to be supplied. The complete sentence 
would be, "They loved, each ^)crso72. ZowcfZ the other." The sentence, "Each 
loved the other," is in apposition with the sentence, "They loved," to which 
it is accessory as an adjective element of the third class. 

Else is always a demonstrative adjective postpositive; as. Who else is 
coming? What else shall I give? Do you expect anything else? Do you 



THE WORDS CLASSIFIED. 467 

expect anybody else? In each case, else is a demonstrative adjective in the 
appositive constructipn (see Demonstration XXIX.), limiting the interroga- 
tive ])ronouns who and tpluit, and the nouns anyildng and anybody. In such 
exj)ressions as, "It was nobody else's business," "The \)06k. was nobody 
else's," we should parse else, not else's ; since the possessive sign ('s) is no 
part of the adjective, but is merely placed to it, only because the adjective 
stands nearest the noun limited by the possessive nobody-'s. (Cf. Dem- 
onstration v., Obs. c.) 

All is never a noun. (Sec above.) In "She robbed me of my hopes, 
my heart, my all," iill is a numeral adjective, limiting some such noun as 
concerns or possessions understood, — " She robbed me of my hopes, my heart, 
my [concerns] all." And so in " God shall be all in all," — "God shall be all 
[concern] in all [concerns]," which renders the parsing easy, and is neces- 
sary to show the grammatical construction of all. 

Some does not take the plural sign, but is always an adjective prepos- 
itive; as, Some blushed, and others dazed. 

m. What a, Good a, Many a, etc. — Not the properties of the syllable, 
nor the properties of tlie sentence, but the j^roperties and logical value of 
the word in the sentence, constitute the basis of the grammatical distinction 
of "parts of speech." Consequently, unless the properties and logical value 
of the one arc identical with those of the other, two words should be treated 
sejiarately; for neither the plea of convenience and dispatch, nor the blurt- 
ing ignorance of a grammaticaster, can cope with the desirability of con- 
sistency. In " So good a man is not among us," " He was not worthy such a 
love," "What a })iece of work is man," each word preceding a, is an adjec- 
tive, descriptive, while in each sentence, a is an adjective, numeral. Hence 
a must be treated separately from the preceding adjective, with which it is 
identice,l in neither properties nor logical value. And so many und a in 
"Many a time he came." (See Demonstration XXIII., p.) 

Prog. XYll: 1- Adjective. 2. Class. 3. Accessory to What? 

a. Quantitative. 

b. Qualitative. 

c. Demonstrative. 

PARTICULABS : 

A "• bright ^ day followed a ^ gloomy * night. I prefer a New-England ^ winter to 
an Australian " summer. Wc took only a bird's-eye '' view. Save his good ^ broad- 
sworii, ho weapon had none.'' Eachi" to each^^ is dearest ^^ brother. Thou art 
lonelier ^^ than whate'cr ^* dread haunts the knolls of Ida. Thou kuowest what ^^ a ^^ 
man I am. Was there nothing else?!''' What^* stufE is this? She is more uice^' 
than wise.^'' London is larger ^^ than New York. Thou canst the^^ wisest '^^ wiser '^^ 
make. I seemed to grow greater. ^^ We know him to be true.^* We regarded it as 
possible.^'' Thou art a goodly ^^ youth, and worth a goodlier ^-^ boon. Our sight is 
the^** most perfect ^^ of our senses. She robbed me of my hopes, my heart, my all.''^ 
We, being many,^^ are one ^* head and one "■'' body. They loved each ^^ other. They 



468 THE SYSTEM METHOD. 

loved one an ^7 other. Who else ^8 is coming? Do you expect anybody else? ^9 The 
book was nobody else's*" (see Dem. V., Obs. c). God shall be all" in aU.*^ Somei^ 
blushed, and others dazed. So good ** a ^^ man is not among us. What *« a *7 piece 
of work is man. Many ^^ a *» time he came. Much •''» time is wasted by those si six ^2 
boys. Five ^^ hundred ''* men were slain. Ten ^^ thousand •''^ men, women, and chil- 
dren perished. We purchased two " dozen ^8 eggs (see Dem. XXVIII., h). The life 
of Howard was that ^9 of a philanthropist. A •*" great ^i many ^3 of his followers de- 
serted him. I ought to go upright ^"^ and vltal.<5* That ^^ apple tastes bitter. "^ This ^^ 
board feels smooth. ^^ He grew very cautious."' She turned pale.''" Time hangs 
heavy '"^ in the hall. I have bread enough '''^ for us all.^^ The child has been made 
happy.''* Virtue consists in being good,^^ not in appearing good-''^ His end was 
that ■''' of a good man. Pride alone ''* urges him on. It is his only ''9 son. The En- 
glish 80 regard the French 8i as frivolous.^^ These 83 ten 8* soldiers were among the 
first 85 to cuter the city. The twelve 86 last 87 are to my purpose. — AdcUmn. The 88 
four 89 greatest ^° names in English '■■ poetry are almost the four '^ first '^ -^'e come to. 

JIazUtt. The two ^* last "^ may enter Carleton or any"" other "^ house, and the two"* 

first "" are limited to the opera. — Byron. Procure a manuscript of the ten i"" or 
twenty 1"! first "2 lines. — Johnson. The whale is the largest ^"8 of animals. Both"* 
the^"^ apples are ripe. AU^"" the^"'' books have been studied. This happened 
some i"8 fifty i"" years ago. The veriest "" child could not have been guilty i" of a 
worse "2 or a sillier "8 blunder. John was tall"* — taUer"^ than either"" of his 
brothers. He came the last,"' neglected and apart."* it is a choice out of half a"" 
million 12" books alli"^ alike.^^s 

We do it wrong, being so majestical,i23 

To offer it the show of violence. — Shaksjjeare. 

With many ^^i a ^-^ weary ^^s step, and many ^^^ a iss groan, 
Up the high ^^s hiU he heaves a huge '80 round ^^^ stone. 

As Caesar loved me, I weep for him; as he was fortunate,'82 1 rejoice at it; as he was 
valiant,i''8 j honor him; but as he was ambitious, '8* I slew him. — Shaksjjeare. HaK- 
way down a by-street of one of our New-England towns, stands a rusty, wooden house, 
with seven acutely-peaked i^^ gables, facing toward various points of the compass, and 
a huge, clustered chimney in the midst. — Hawthorne. To be great ^86 is to be good,i8T 
To be truly happy ^88 is to be truly true.i89 




1 



THE WORDS CLASSIFIED. 469 

DEMONSTRATION XVIII. 



FACT MATTER: 

a. Adverb. — A word accessory to a verb, an adjective, or another 
adverb. 

b. Classes. — There are five important circumstances connected with 
every event; namely, the time, the place, the degree, the manner, and the 
reason. Of these five particulars, what is requisite to the thought and not 
fully set forth through the properties of the verb, is portrayed by the 
adverb. There are, corresponding to these particulars, five classes of 
adverbs: — 

C. Temporal Adverb. — One that pertains to time; it answers to the 
idea of w/iew, how soon, hoio often, ox how long; as, immediately, already, here- 
after, first, eternally, etc. 

d. Local Adverb. — One that pertains to location, or place; it answers 
to the idea of where, whereabout, lohence, ov toMther ; as, around, everywhere, 
abroad, forward, off, remotely, secondly, etc. 

e. Intensive Adverb. — One that pertains to degree; it answers to the 
idea of hoio much, how little, more, or less ; as, entirely, chiefly, competently, least, 
merely, precisely, etc. 

f. Modal Adverb. — One that pertains to mode, or manner; it answers 
to the idea of how, with what condition ; as, foolishly, certainly, perhaps, yes, no, 
hesitatingly, etc. 

g. Causal Adverb. — One that pertains to cause or reason; it answers 
to the idea of why ; as, why, wherefore, therefore, reasonably, etc. 

OBSER VA TIONS : 

a. This distribution of adverbs into five classes has no reference to the 
construction of adverbs. In Syntax it will be determined that of the con- 
structions of adverbs there are two, — modifying and conjunctive. 

b. Yesterday, to-day, to-morroio, are always nouns, never adverbs; for 
there is not a great author among the grammarians who can deny that 
there is such a thing as to-day ; and of that thing, if to-day is not the name, 
what is? But every name is a noun. Observe that cawft'o-ws;?/ is not a noun 
because there is no such a thing as a cautiously. " To-day is as yesterday, 
and to-morrow will be as to-day." 

C. Let it be noted that the mere fact that a word may, occasionally, in 
addition to its own regular use, assume that of some other part of speech, 
does not constitute it such other part of speech — not more than the mere 
fact that a man's coat may occasionally be used as a pillow, constitutes such 
coat a pillow. Thus in the following sentences, 07ice and how, though used 
like nouns, — in being limited by the adjectives this and some, — are yet 
adverbs, not nouns: "Please sing for us just this once;" " Some hoto, I can- 



4Y0 THE SYSTEM ME TITO A 

not understand it." Once and how are not here to lose their name as ad- 
verbs, and be called nouns; because in assuming the use of nouns they have 
not totally lost their own adverbial value, or construction, — since once still 
attaches to smg and 7iow to understand. 

d. If, however, in assuming the use of a noun, an adverb totally loses 
its own adverbial peculiarities, so that it no longer attaches to verb, adjec- 
tive, or other adverb, such word has really become a noun. Examples are 
the following :- 

By far : Better by far than two hearts estranged. 
Is a low grave starred with daisies. 

For aye: Ah! 'twere a lot too blest, 

To roam and dream for aye. — Bryant. 

From far: For divers of them came from/«?'. 

From within : It proceeds from witldn outward. 

From above : He must be born from above. 

From beloto : A voice came from beloic. 

Till now : Till now he knew not defeat. 

Till then : Till t7ien who knew the force of those dire ms? 

e. Observation c (above) is equally ap|)licable to those participles some- 
times employed with the value of adverbs. The participle remains a parti- 
ciple notwithstanding that it has the construction of an adverb. Examples: 
staring mad, sopping wet, scorching hot ; My clothes are dripping wet; We 
were all freezing cold; The water was scalding hot; It is passing strange. 

A man he was to all the country dear. 

And i)assi7ig rich with forty pounds a year. — Goldsmith. 

He came tumbling dowu the stairs. (See Demonstration XXIII. , k, o.) 

f. From several phrases composed of a preposition, an adjective, and 
a noun, the noun has been dropped. This has been done partly for dispatch, 
but chiefly to relieve the phrase of a clumsiness that must needs attach 
to the expression in full. From the continued disuse of the noun, the prep- 
osition and adjective of the part remaining, have, in some cases, acquired 
a structural twist, or gnarl, rendering it difficult now to supply the noun. 
In every case, however, some noun must be supplied to complete the gram- 
matical construction. Examples are, — 

At last, at the last=:at the last juncture, stage, resort; as. At last, the pas- 
sengers forsook the burning vessel. 

Almost, at the most=at the most avail, result, jjart, import; as. The enemy 
can only take our lives at most. 

At least, at the least^at the least estimate, condition, result; as. He who 
tempts, though vain, at least asperses. 

At best, at the best=at the best state, result, condition ; as. Life is, at best, 
very short. 



THE WORDS CLASSIFIED 471 

At first, at the flrst=at the first time consideration; as, At first, his courage 

failed him. 
At present, at the present=at the present time, condition; as, Illinois is, at 

present, the greatest corn-producing State. 
^^ a;^=at all events, estimation; as, He has no ambition at all. 
Above a?Z=above all things, considerations; as, Aboi)e all, teach your chil- 
dren to be useful. 
Before long=^hefore a long season, time; as, It will rain before long. 
Ere long=eve long time; as, Ere long, all upon the earth must leave it. 
For good=tor good time; as. The good woman never died after this, till she 

came to die for good and all. 
From, first, from, the first=from the first time, trial, consideration; From the 

first his conduct has been suspicious. 
In short=in short phrase, fashion; as. In sJiort, he is a saint. 
In general, in particular^in general, in particular, way, matters, sense; as. 
It is a very cold humanity that loves the world in general, and nobody 
in particular. 
In private, in publicum private, in public, manner, things, sense; as. He 

prays in private, or in secret; He spolse in public. 
In full=m full state, estimate, expression; as, These lectures have been 

published in full. 
Of old=ot old times, memory; as, A land there is, Hesperia named of old. 
Of late=ot late times, memory; as, The practice is of late uncommon. 
On high=on high place, estate; as. He set up 07i Mgli those that be low. 
On a sudden^on a sudden turn, throe; as. He seemed to recollect on a sud- 
den that he had made a promise to his father. 

g. The common practice of calling almost every irregular combination 
of words an "adverbial phras.e " to be "parsed as single adverbs " is but the 
expedient of the grammaticaster to evade the difiiculty of explanation, and 
is worthy to be condemned by all good teachers, At random, at length, in 
conclusion, of course, by no means, for the most part, etc., are all prepositional 
phrases, in which preposition, adjective, and noun each has its own pecul- 
iar oifice and individual properties: They were taken at random; they were 
taken at sight; they were taken at sea. If at random is to be "parsed as a 
single adverb," we must parse at sight and at sea in the same way! It is the 
iDord — not the letter, nor the etymon, nor the sentence — that constitutes the 
science-system, or tree-trunk, unit of grammar; it is the word, therefore, that 
we distribute into "j^arts of speech." Hence, every single word is of itself 
some part of speech. This pernicious and shallow practice of treating two 
or three words as one must be broken up, before it will be possible for the stu- 
dent to understand the science system of grammar, without which his study 
of grammar must be almost useless. (See " One Verb Consists of a Single 
Word" and "Two Words as One," pages 387 and 393. See, also. Demon- 
stration XXIII.) 



472 THE SYSTEM METHOD. 

h. Hand in Hand, Side by Side, Word by Word, etc. — In explain- 
ing such expressions as, "They walk 7iand in hand," " They sit side by side," 
let the student give no heed to the wisdom of that author or copyist who 
would call these single, separable, and uncompouuded words a "single ad- 
verb" or "an inseparable phrase." Let him, likewise, consider whether it 
will not be indiscreet to supply an assumed and forced ellipsis; seeing that 
it is by arrogating to themselves that liberty that writers have cursed the 
science of grammar with interminable disputes. The naked fact will then 
appear, I think, to be this, that the Introductory words Jiand and side are 
simply nominatives by accompanying circumstance. (See Demonstration 
XXVI., a 4.). The parsing of the remaining parts of these phrases is sim- 
ple. So, also, "The earth is cooling, day by day;" "The mountains rose, 
MgM above Mglit" etc. 

i. All adverbial phrases should be fully analyzed. In to and fro there 
are two adverbs and the co-ordinate conjunction and; as. The lunatic paces 
to and fro continually. In by and by are the same parts; as. When persecu- 
tion ariseth, by and by he is offended. "By the bye, there is a little matter 
that we must consider at once :" by the bye^"'bj the way;" and bye is a 
noun. "I wind about, and in and out; " in and out are here local adverbs 
accessory to iciiid. " The stranger told me an out-and-out falsehood : " out- 
and-out is here an adjective, as are all words joined with a hyphen, and ac- 
cessory to a noun. Analyze ever and anon, long ago, all along, ever so, over 
and over, again and again, many a time and oft, over again, now and then, far 
and near, etc. 

j. Adverbs sometimes govern nouns ; as. He came an hour sooner; We 
will start an hour hence; A hundred years ago, railroads were unknown. In 
the first example, sooner is an adveib modifying came; and Jiour is in 
the objective case, governed by sooner. That ago is an adverb mod- 
ifying unknown, will appear from the following sentences: He died long 
ago-^ He died a long ti7ne ago. Team's and time are governed by the adverb 
ago, in the same way that miles is governed by the adjective long, in " The 
lake is ten miles long." (See Demonstration XXVI., b 6 c.) 

k. Words used merely as expedients of transition from one sentence to 
another are to be regarded as conjunctions, rather than adverbs; as, N'ow, 
Barabbas was a robber; W7iy, you told me so yourself; If I cannot perform 
my promise, why, I will regret having made it; Well, it is a fine morning. 

1, The responsives, yes, no, certainly, etc., are parsed as modal adverbs 
accessory to the verbs to which they respond. Thus, in "Is he a Quaker? 
— iVb;" "Have you read the book? — Certainly," no and certainly are parsed 
as adverbs accessory to, or modifying, is and have respectively. In such ex- 
pressions as, " The more quietly it is done, the better," "Is she tJie less wor- 
thy because she is a woman?" the is an intensive adverb. 

m. Comparison op Adverbs. — Comparison does not belong to adverbs 
in general; hence it need not be mentioned in parsing. 



THE WORDS CLASSIFIED. 4Y3 

1. A few adverbs are compared regularly, after the manner of adjectives; 
as, soon, sooner, soonest; fast, faster, fastest; long, longer, longest; often, 
oftener, oftenest. 

2. A few are compared irregularis^ ; as, well, better, best; badly or ill, 
worse, worst; little, less, least; much, more, most; forth, further, furthest. 

3. Most adverbs ending in ly admit the comparative adverbs more, most, 
less, least, before them. This is a virtual comparison of the latter adverb, 
but the grammatical comparison, or change of form, belongs only to the 
word prefixed. 

n. Adverbs Modify Prepositions. — The prepositions were originally 
adverbs, and are so-called, not because they now precede their objects, but 
because tJien they formed the first part of the verb. Many of them still re- 
tain an adverbial bond, or value. And it is by means of this bond that ad- 
verbs are still sometimes attached to them. In " He threw the stone al- 
most over the river," almost is an adverb modifying tlie preposition over. 
Other examples: The stone struck ^ws.!! beneath the window; This mode of pro- 
nunciation runs considerably beyond ordinary discourse. — Goold Brown; He 
sees let down from the ceiling, exactly over his head, a sword; We are al- 
most at our journey's end; The wrecli lay right aiMvart the stream; The 
price of a virtuous woman is far above rubies. 

Prog. XYIII: /• Adverb. 2. Class. 3. Accessor/ io What? 

a. Temporal. 

b. Local. 

c. Intensive. 

d. Modal. 
c. Causal. 

FARTICULAMS : 

How^ often 2 have you been there? ^ He studies sometimes* very^well. ^ 
They live very "^ happily. ^ He speaks fluently ^ and coherently. ^^ Come often, ^^ 
and stay long. ^^ It is full enough, i^ She writes correctly. ^^ The hook is wherein 
you laid it. He studies whenis jq^ piay. Never" can she be more^* happy. 
Often 19 have I seen them walking together, ^o I have forgotten my part, and I am 
out. 2^- He grew very ^^ thin. The actor scowled ominously. ^^ He leaped far 2* beyond 
the mark. It is very^s natural for him to move gracefully. ^^ The rain was falling 
fast. 27 The wreck lay right ^8 athwart the stream. The price of a virtuous woman is 
far 29 above rubies. The feast was over,30 i^ Branksome tower. They cannot go 
while ^1 1 am away. ^^ Never ^3 two loved as ^^ they do. 

Out 35 steps, with cautious foot and slow, 
And quick, keen glances to^e and fro,^^ 
The outlaw. 
Do not 38 use adverbs needlessly. 39 He seldom *" went home sober, if ever. *i Begin 
it over ^ again. *3 It is pretty ^ nearly ^^ finished. He expects rapidly *6 to recruit. 
I wiU not go out " but once. Do not speak up *» promptly. *9 This is a remarkably ^o 
cold winter. I came as^^ I was directed. Then^^ -^j^q knew the force of those 
dire arms? The lunatic paces to''3 and fi-o^i continuaUy. ^5 When persecution 
ariseth, by ^6 and by" he is offended. I wind about, ^-8 and in 59 and out. «" He 



4H THE SYSTEM METHOD. 

came an hour sooner. ®i We will start an hour hence. "^ A hundred years ago,*^ 
raikoads were unknown. On my way hither, I saw her come forth. ^^ There ^^ is 
DO night there.'''' — Bible, The ''^ faster ^^ the ball falls to the sun, the force to fly 
oif^isbyso much augmented. — Emerson. The''" louder'''^ the thief talked of his 
honor, the '^ faster '^ we counted our spoons. — Id. But even then '* the morning 
cock crew loud. '^ Titinius's face is upward. ''^ The storm is up, '^' and all is on the 
hazard. Wherever '^^ snow falls, there "^^ is usually ^^ civil liberty. Luther died 
where ^^ he was born. Error must always *^ yield, however ^^ ingeniously ** it may be 
defended. He put her by. ^^ He died not long before. ^^ She was laughed at. *'' He 
gave up ^^ that plan. He was made fun of. ^^ The season is over.^" The sun is up. ^^ 
Why ^^ do you speak ? 



DEMONSTRATION XIX. 



FACT MATTEB: 

a. Objective. — Any word or part used like a noun in the objective 
case; as, We met him; We could not avoid going; I love to sing; They all 
fell to praying; They start to-morrow. 

b. Preposition. — A connective governing an objective. The parts 
connected by a preposition are always unlike in from one to three respects, 
as follows: — 

1. Unlike properties: He is a man of distinction; He came to stay; Man is 
born to die; We all fell to eating. 

2. Unlike j^arts of speech: He lives /(*r glory; He is honest in purpose; It is 
ripe enough to use; He acted agreeably to instruction; Time to come is called 
future; He differs /wra you. 

3. Unlike constructions: I should laugh to cry (observe that while laugh is 
verbal complement to should, cry is substantive in use, being the object of 
the preposition to); It came from a citizen o/ Chicago. (Of Chicago is adjec- 
tival, in construction, to citizen, while from citizen, on the other hand, is ad- 
verbial to came.) 

C. Conjunction. — A connective — between words, phrases, or sentences 
— having no governing power; as, James and Henry remain; Over the fence 
and across the river is out of danger; You may go, hut I will remain. 

To the Teacher.— The only way thoroughly to understand the preposition is to study it 
side by side — contrast it — with the conjunction, its co-ordinate class. Both are connectives; 
but the preposition connects unlike, the co-ordinate conjunction like, parts. With the pos- 
sible exception of the principle of "Be and Same Meanings," this principle of difference be- 
tween the preposition and the conjunction, is the most effective of all means in the solution 
of grammatical difhcultics. (See Demonstration XXX., d 1, 3). 

d. The antecedent term, or base, may be a noun, pronoun, verb, 
adjective, or adverb; as. They are men of honor; It was he on the stage; He 
went to Rome; He is honest in that belief; He acted agreeably to instruction. 



THE WORDS CLASSIFIED. 475 

6. The objective is always a noun or other part used as a noun. 

f. Whatevek may connect an objective to a verb or to a nominative, 
is a preposition. What cannot be used to connect either of such parts, 
cannot become a preposition in any circumstance. This principle is of the 
utmost importance in the solution of grammatical difficulties. By means 
of it, the student will see that — 

g. Like, worth, a, adown, instead, because, near, nigh, concerning, pending, and 
notwithstanding, which have so perplexed teachers, sometimes become prep- 
ositions; since they are used to connect the objective to a verb; as, Qu'il 
yourselves like men; It is wortJi while; The hat is worUi, a dollar. 

That girl, for whom your heart is sick, 
Is three times wortJh them all. — Termyson. 

He went a fishing; He fell a bleeding; It floats adown the air; Let the thistles 
grow instead of ■vj\\e&\.; The spirit is life because of righteousness; Because of 
these things cometh the wrath of God. 

Instead of mounting barbed steeds. 
He capers nimbly in a lady's chamber. 

They speak concerning virtue; Pending the suit, he left the country; I shall go, 
notwithstanding X\iQ rain; You have failed, notwithstanding the aid received; 
Drunkenness increases notwithstanding the law, and in spite of the oflBcers; 
The principles and beginning of a moral government over the world may 
be discerned notwithstanding and amidst all the confusion and disorder of it. — 
Butler's Analogy. 

h. But, Save, and Except. — By this same principle (see b and f 
above) it will be seen that these words may become prepositions, since they 
are used to connect the objective to a nominative; as, — 

Whence all [ ] but him had fled. 

They are all gone except him. 

All [ ] were gone save him who now kept guard. 

Who should be king save him who makes us free. 
i. But, except, and save are, however, usually conjunctions; as, There is 
none other but he. — Bible. 

Place me on Sunium's marble steep. 

Where nothing save the waves and I 

May hear our mutual murmurs sweep. — Byron 

Few can save he and I. — Id. 

There was nobody at home but I. — Walker. 

Who can it be but perjured Lycon ? 

He did nothing but laugh. 

You can not but conquer. 

There was no man but prophesied revenge. 

There is no beast so fierce but knows some touch of pity. 



4,Y6 THE SYSTEM METHOD. 

A man cannot steal but his countenance accuses him. 

He would steal but for the law. 

I could not live but for my hope of eternal life. 

No one but he will undertake it. 

All the conspirators save only he, 

Did that they did in envy of great Csesar. — Shakspeare. 

Except a man be born anew, he cannot see the kingdom of God. 

But except ye repent, ye shall all likewise perish. 

He is very tyrannical except over the Catholics. 

He never fought except in his own defense. 

None knew thee but to love thee. 

I do entreat you, not a man depart, 

Save I alone, till Antony have spoke. — Shakspeare. 

That mortal dint. 
Save He who rules alone, none can resist. — Milton. 

J^ote.— Simple examples might have heen given to illustrate the use of these knotty 
ypords— but, except, and save— as conjunctions; but because the author desired to pass by and 
leave no difficulty unexplained, he has here chosen the extraordinarily difficult sentences 
above. Too commonly, authors of text-books, passing by the real difficulties, explain the 
simple things only; so that not until he has left the school-room, and undertaken the doings 
of life, does the student discover that he has really taken only a toy-like and primary course 
in grammar, and is helpless so far as those things are concerned in which help was most 
needed. 

i. "Used with That. — When placed before the conjunction that or be- 
fore a nominative, but, save, except, and notwithstanding are conjunctions; as, — 
I c'uld not believe but that I was in hell; But except ye repent, ye shall all 
likewise perish; Except a man be born anew, he cannot see the kingdom of 
God; There is no difference excej^t that some are heavier than others; I 
should go except that I fear the storm; Adverbs have no modifications except 
that a few are compared. — Goold Brown. 

k. Except a Pakticiple. — Used with a nominative, except is an apoc- 
opated perfect participle; as, — 

God and his Son except [=excepted], 
Naught valued he, nor shunned. — Milton. 

Richard except, those whom we fight against 

Had rather have us win than him they follow. — Shakspeare. 

Compare, " Thunderbolts ea;cepfe(Z, quite a god." — Coioper; and "Hiley ex 
cepted, these grammarians," etc. — G. Broion. 

1. Is To Before the Infinitive a Preposition? — See Demonstration 
XXX., j. 

m. As is never a preposition. (See Demonstration XV., "As" a. 

n. Two prepositions are often written together to connect the object 
ive and the antecedent term; as, He came from among the IWethodists; The 
spirit is life because 0/ righteousness; Let the thistles grow instead 0/ wheat. 



TEE WORDS CLASSIFIED. 4:17 

0. Plus and Minus. — Plus is a conjunction and minus, an adjective. 
(See Demonstration XX., 1.) 

p. Prepositions become adverbs; as. He put her by; He died not long 
before; He dwells above; The season is over; She was laughed at; He gave up 
that plan; The cakes were done liberal justice to; He was made fun of. Jus- 
lice and fun are in the objective case, governed by done and made; to and of 
are accessory to done and made; therefore they are adverbs. 

Prog. XIX: /. Preposition. 2. Objective. 3. Antecedent 4. D-issimi/arities. 

Term, or Base. a. Parts of Speech. 

b. Properties. 

c. Constructions. 

PARTICULARS : 

Men are born to i die. The progress is to ^ accuracy, to ^ sldll, to * truth, from ^ 
blind force. He lived to ^ purpose. A mutual relation leads us to'' respect each other. 
Did you vote for ^ or against the measure? The principle operates in ^ and through i" 
the system. Alexander was ambitious of " glory. I could not agree with i^ him in ^^ 
that opinion. He is angry with i* me. He has a dislike for i^ us. He is eager for '^'^ 
riches. I shaU stay at ^'^ home, for I have need of ^^ rest. He walked into i^ the gar- 
den. He is skillful in 20 drawing. He put the knife into ^^ his pocket. Your weeping 
sister is no wife of*^^ mine. We differ from^^ you. I heard the echo along ^^ the 
hills. We hve in "^ a viUage. I am obliged to -*' you. It was sold at a sale by ^"^ 
auction. He divided the estate among -^ four children. True happiness is an enemy 
to "3 pomp and noise. He lives in 3* Chicago, on ^i Wabash Avenue. Our clock 
strikes when there is a change from '''" hour to ^^ hour ; but no hammer in ^^ the horo- 
loge of Time peals through ^^ the universe when there is a change from ^^ era to ^^ era. 
— Carlyle. He died of ^* the measles. Joseph's pronunciation is very different from^^ 
yours. Break it aU to *o pieces. The lectures have been pubhshed in *i full. The 
practice is of *2 late uncommon. He spoke in ^^ pubUc. In ^ short, he is a saint. In *» 
fine, we, as a people, hve too fast. From*® the first, his conduct has been suspicious. 
Ere *'' long, all upon *8 the earth must leave it. Life is, at ^^ best, very short. At ^o 
last, the passengers forsook the burning vessel. Quit yourselves hke ^i men. 

That girl for whom your heart is sick, 

Is three times worth ^^ them a.]l.—Te7i7iyson. 

He feU a 53 bleeding. He went &^ fishing. It floats adown ^^ the air. The spirit is 
hfe because s" of ■''' righteousness. He came near s* me. Thy spirit is aU afraid to 
govern thee near ^9 him. They speak concerning ''^ virtue. I shall go, notwithstand- 
ing ''1 the rain. They were all gone except ^^ him. AH were gone save ®^ him who now 
kept guard. You have failed, notwithstanding,®* too, the aid received. Let the this- 
tles grow instead®'^ of ®® wheat. 



''^"^^®:l^^'^ 



478 THE SYSTEM METHOD. 

DEMONSTRATION XX. 



FACT MATTER : 

a. Conjunction. — A connective — between words, phrases, or sentences 
— having no governing power; as, He is diligent but unsuceessfol ; James and 
Mary go to school; He will succeed if he try; Over the fence and across the river 
is out of danger. (See Demonstration XIX., b, c; and Demonstration 
XXX., b, c, d.) 

b. Classes. — Of grammatical divisions of conjunctions there are two, — 
co-ordinates and subordinates. 

C. Co-ordinate Conjunction. — A connective between like parts — 
words, phrases, or sentences; as. He is both learned and wise; We find them 
in the woods and by the streams; He goes, but I remain. (See Obs. a below.) 

d. Subordinate Conjunction. — A connective between modifier and 
thing modified; as. We regard hiffl «s dishonest; The English hate the French 
people as frivolous; A noun is a name; as, man, eagle; It is used as a coajunction; 
Ye shall be «s gods; We presented otirselves «s petitioners ; He was regarded as 
dangerous; Beelzebub, tJian whom none higher sat, with grave aspect rose; 
These I brought her as pitying her usage; He is wiser than me; He will succeed 
^/hebe diligent; He will maintain his integrity though he lose his estate; i/he 
drinks, he swears; I fear fe^: he should arrive; He will go provided his fare is 
paid; Tltat he will succeed is evident. 

Note 1.— The word as is to the grammarians, perhaps, the most unmanageable word in 
the English sentence. Examples of the gnarly as are, I chose him as reliable; The English 
hate the French [people] as frivolous ; Ye shall be as gods ; lie came as a business man. But 
let the true doctrine of the subordinate conjunction be once understood, and this as is easily 
explainable. Now, the subordinate conjunction connects modifier and modified, governed 
and governing. And because as so connects modifier and thing modified, or governed and 
thing governing, — because as connects reliable and him, frivolous and \_pco2)le'\, gods and be, 
man and came, — it is to be regarded in each case as a pure subordinate conjunction, not as a 
preposition; for this governs an objective, and cannot stand between modifier and thing 
modified, or governed and thing governing. Other examples of as as a subordinate conjunc- 
tion are, A noun is a name ; as, man, eagle ; It is used as a conjunction ; lie acted as governor ; 
I chose him as the most worthy [one]; We presented ourselves as petitioners; He was re. 
gardcd as dangerous; Brutes have no sense of actions as distinguished from events; These 
I brought her as pitying her usage; Arnold's success as teacher['s] was remarkable; As 
mayor of the city, I felt much aggrieved. 

Notei. — Until the student comprehends the true nature of the subordinate conjunction 
as a link between word modified or governing and part modifying or governed, he must dizzily 
stagger whenever any of that multitude of sentences containing as and than as subordinate 
conjunctions, shall be presented to him for explanation or justification. Among the difficul- 
ties tinsolvable, except through a true understanding of the subordinate conjunction, is the 
expression "than whom" in such sentences as "Solomon, than lohom there never was a 
wiser, declares wisdom more precious than rubies;" also the words "than rubies." See 
Demonstration XXX., m, where it is shown, — 

1. That adjectives and adverbs may govern the objective case; 

2. That, since the word than links together the objective governed and the adjective gov- 
erning that objective, it is therefore a subordinate conjunction, and whom the object of the 
comparative adjective inser. 



THE WORDS CLASSIFIED. 4^9 

OBSEJEt VjL TIONS : 

a. Observe that co-ordinate conjunctions alwaj'S connect parts which 
are each referred to a common — the same — third part; as, Peter and John 
went to the city. Here, the conjunction and connects Peter and John, each of 
which is nominative to ioent. In "They go to see and be seen," and connects 
see and be — two infinitives, each objective to the preposition to. And so 
always. 

b. The whole class of conjunctions has been commonly divided into 
two, disjunctives and coijulatives, though this division has nothing at all 
to do with the science system of grammar. Defined, these classes are, — 

C. Disjunctive Conjunction. — One signifying that the connected parts 
are put in contrast, or some sort of opposition; as. He was diligent, but un- 
fortunate; Either James or Henry will stay. 

d. Copulative Conjunction. — One signifying that the connected 
parts are put without contrast, or opposition; as, Birds chirp and sing; I 
I believe tJiat he will be elected. 

e. Two conjunctions often come together. They are not, however, 
to be regarded as one conjunction, because they form one phrase, but as two; 
for no word is so small that it has not in itself all the essential magnitude 
of some "part of speech." Examjiles are, — 

As if: He blinks the question, as if he hated to answer. 

As tJiouffh : He is always nervous, as thougli he expected in an instant some 

dreadful calamity. 
And yet : We may be playful, and yet innocent. 

f. Finding- Both Parts. — It is sometimes difficult to find what are the 
parts joined by the conjunction. This happens, — 

1. When the subordinate conjunction that links, or incorporates, a subor- 
dinate sentence in a complex sentence; as. That he will succeed is evident. 
Here, that is a part of two sentences, — "That he will succeed," and " That 
he will succeed is evident." Mark how peculiar is the joining of these sen- 
tences. They are joined, not between succeed and is, but by tJiat at their 
very beginnings, thus: — 







That he will succeed 


is evident. 







So far from being "really an introductory expletive" (as taught by many 
grammarians) is this thai, that it is the strongest possible sort of a conjunc- 
tion; since it ties part to whole — ties the part, "That he wiU succeed," to 
the whole of which it is a part. The relative ichoever makes the same solid 
kind of union between the part, "Whoever studies," and the complex 
whole, "Whoever studies will learn." To denote its peculiar and substan- 
tial binding power, this subordinate conjunction, that, may be called, as it 
often is, the substantive conjunction. 



480 THE SYSTEM METHOD. 

2. When the conjunction introduces a sentence torn away from, but con- 
nected in sense with, a preceding sentence, or thought; as, — ■ 

" [ ] And the eyes of the sleepers walked deadly and chill." 

" [ ] And Jehoshaphat, his son, reigned in his stead." 

g. Adverbs Become Conjunctions. — Many words ranked as adverbs 
in grammatical treatises, are employed in a few cases like conjunctions; 
and if, in those cases, the word has not a distinct adverbial value in addition 
to the office of a conjunction, it must be then parsed as a conjunction. Ex- 
amples are, — 
Also: The earth is also (adv.) clothed with verdure. See articles d and e ; 

also g and h. 
Besides: That man who does not know those things which are necessary for 
him to know is but an ignorant man, whatever he may know besides 
(adv.). I do not desire to go; besides (conj.), I have not now the time 
to go. 
Else: He could find it nowhere else (adv.). I have lost my money, else 

(conj.) I could help you. 
Indeed: The young man is indeed (adv.) culpable in that act, though, indeed 

(conj.), he conducted himself very well in other respects. 
However: We must, liowever (conj.), pay some deference to the opinions of 

the wise, liowever (adv.) much they are contrary to our own. 
Nay: I tell you nay (adv.); but except ye repent, ye shall all likewise per- 
ish. His prudent conduct may heal the difference; nay (conj.), may 
prevent any misunderstanding in the future. 
Nevertheless: It is a dreary road; but we must march on nevertheless (adv.). 

I am crucified with Christ; nevertheless (conj.) I live. 
Now: I have noio (adv.) shown the consistency of my principles. Noio 

(conj.), Barabbas was a robber. 
Otherwise: Thy father was a worthy prince. 

But Heaven thought otherwise (adv.). 
I have lost my money, otherwise (conj.) I could help you. 
So: It was so (adv.) cold that I nearly perished. 

Let cares like a wild deluge come, 
******** 
So (conj.) I but safely reach my home. — Watts. 

Then: On these facts, then (conj.), I then (adv.) rested my argument. 

Too: I found, too (conj.), a theater at Alexandria, and another at Cairo; but 
he who would enjoy the representations must not be too (adv.) particu- 
lar. 

Well: TFe/; (conj.), proceed with the speech which you have so we^Z (adv.) 
begun. 

Why: Why (adv.) do you trust your character to be evolved by accident? 
Why (conj.), these are testimonies of what the unfriended may do. 



THE WORDS CLASSIFIED. 481 

Consequently, lience, likewise, whence, wherefore, etc., are other adverbs that 

sometimes become conjunctions. 

h. Seeing, Provided. — These words both perform the office of a con- 
junction. But another part of speech is not to be called a conjunction be- 
cause, in certain circumstances, it may take upon itself the connective office. 
In the sentence, "A man loho is honest will prosper," who is a pronoun, 
notwithstanding that it also performs the office of a conjunction. (See 
Demonstration XXX., 1, for "Change of Name.") Not unless, in per- 
forming the office of a conjunction, the participle can be shown not only 
entirely to have lost its own character, but also to have acquired the dis- 
tinctive and exclusive uses of something different from a participle, are we 
justified in changing the name. In the following examples, seeing is a par- 
ticiple, and retains the adjectival characteristic of a participle in referring, 
in each sentence, to some noun or pronoun: — 

It seems to me most strange that men should fear, 
[All or they] Seeing that death, a necessary end, 

Will come when it will come. — ShaJcspeare. 

I know that thou fearest God, [I] seeing thou hast not withheld thy son; 
Wherefore come ye to me, [all or ye] seeing ye hate me ? Hinder me not, 
[ye or all] seeing that the Lord hath prospered my way; [We] Seeing, then, 
that we have a great High Priest that is passed into the heavens, let us hold 
fast our profession. 

'Bnt provided having lost the distinctive use of the participle, and having 
assumed, in many sentences, the office of the conjunction exclusively, it 
should be regarded as such; as, He will go provided his fare is paid. 

i. As Follows, As Appears, etc. — See Demonstration XV., "As," 3. 

j. But, Save, and Except. — See Demonstration XIX., Obs. f and g. 

k. Namely, Viz., As, etc.- — In the following sentence, namely is a con- 
junction: "I purchased the following articles; namely, tea, coffee, sugar, 
and raisins." Tea, coffee, sugar, and raisins are each in distributive apposi- 
tion with the noun articles, which is called the subject, or base, of the ap- 
positives. And so as in the sentence, " A noun is a name; as, man, eagle." 

1. Plus and Minus. — In such sentences as, " Two plus three are five," 
plus is a co-ordinate conjunction, connecting like parts, tioo and three. '{Jn- 
l\\eplus, minus is always accessory to a noun; it is therefore always an ad- 
jective; as, a mmtts quantity; Five minus two is three. In this sentence, 
five is nominative, subject of is; two is objective, object of the adjective 
minus, which belongs to five; and three is a predicate nominative, separated 
from five by the Be-word, is. See Demonstration V. 

Prog. XX: /. Conjunction. 2. C/ass. 3. Parts Connected. 4. Similarity. 



a. Co-ordinate. a. Words. 

\>. Subordinate. b. Phrases. 

c. Sentences. 



31 



482 



THE SYSTEM METHOD. 



PARTICULAJRS: 

Peter and ^ John went to the city. Birds chirp and ^ sing. My father gave me 
serious and^ excellent advice. We find them in the woods and* by the streams. 
We are fearfully and ^ wonderfully made. This principle operates in and ^ through 
him. Henry died loved and '' respected. Art is long, and ^ time is fleeting. He was 
not only rich, but ^ generous. Not that I so affirm, though i" so it seems. They no 
sooner looked but ^^ they loved. He must be either ^^ for or ^^ against us. I shall 
not venture, lest i* I be di'owned. A great man wiU neither ^^ trample on a worm 
nor^^ cringe before a king. I shall go notwithstanding i'' it rain. I care not 
whether '^ it rains or ^^ snows. He wiU go provided '^^ his fare is paid. Do you know 
whether ^^ he has come? As ^^ he was ambitious, I slew him. He fell as ^^ though ^^ 
he had been shot. A noun is a name ; as, ^^ man, eagle. The English hate the 
French as ^^ frivolous. Ye shall be as ^'' gods. He came as ^^ an embassador. Freely 
we serve, because ^^ we freely love. He is both 2* learned and ^^ wise. People trem- 
bled vrith fear, even^^ beasts were uneasy. I, even^^ I, am the Lord. I hate him; 
for 3* he is a Christian. I shall not go if ^^ it rain. Few can save ^^ he and I. They 
submit, since 3'' they cannot conquer. So^* the work is done, is it? London is larger 
than 29 New York. He is taller than *" I. He gave to him more than ^^ to me. 
That ^ he went is certain. I was so cold that *3 I nearly perished. If aU this be so, 
then ** man has a natural freedom. He blushes ; therefore, *» he is guilty. He 
blinks the question as *^ if *'' he hated to answer. We may be playful, and*^ yet** 
innocent. That'''' you have wronged me doth appear in this. I do not desire to go; 
besides ^^ I have not the time. I have lost my money, else ^2 i could help you. Com- 
monly, however, ^^ these words do not require to be punctuated. Now,^* Barabbas- 
was a robber. 

Let cares hke a wild deluge come, 



So ^^ I but safely reach my home^ — Watts. 

On these facts, then, ^^ I then rested my argument. I found, too, ^'^ a theater at Alex- 
andi'ia, and another at Cairo. WeU, ^^ this is a fine morning. Well, 69 proceed with 
this speech which you have so weU begun. Some words in English meaning the same 
thing are spelled differently ; namely, ^^ inquire, enquire ; jail, gaol. You may stop' 
here, or ^i we will go with you. The vase fell from the mantle, yet "^ was not broken. 
There is no difference except ^^ that "* some are heavier than ^^ others. 



THE WORDS CLASSIFIED. 483 

DEMONSTRATION XXL 



FACT MATTER : 

a, Interjection. — An exclamatory word that cannot enter into the 
body of a sentence ; as, Oh! am I not happy? 

b. Principle XVII. — A word by nature independent is an interjection. 

C. Nouns and Pronouns Independent. — Nouns and pronouns are 
often used like interjections ; but they do not, for that reason, become in- 
terjections, but are still nouns or pronouns, in the nominative case; as. 
No, sir! I thank you! lercy! is the man killed? 

Thou fool ! six feet of earth is all thy store, 

And he that seeks for all shaU have no more. — Bishop Hall. 

d. There is one exception — that of the objective me — to the principle 
that a noun or pronoun independent is in the nominative case. Examples 
are, — 

Ah Bie! that I the judge's bride might be. 

Me miserable ! which way shall I fly? 
Infinite wrath and infinite despair. 

e. Verbs used like interjections are, likewise, still to be regarded as 
verbs, not as interjections; as, There are, say, a hundred soldiers. 

But hark! he strikes the golden lyre; 
And see! the tortured ghosts respire. 

f. Article c above is to apply only to such nouns and pronouns, as, 
having taken on the function of the interjection, have yet not lost their 
own functions as noun or pronoun. (See note under Prog. XXI., Work- 
Book No. 20.) Observe that if, in assuming the characteristics of an inter- 
jection, the noun or pronoun entirely loses its own characteristics as noun or 
pronoun, it is then to be regarded, in parsing and branching, as an interjec- 
tion; for what has lost the peculiar characteristics of a noun or pronoun, 
and, in the losing, acquired the peculiarities of an interjection, has certainly 
ceased to be noun or pronoun, and begun to be interjection; as. What! is 
the man killed? 

It is plain that what cannot here be called a noun; for it is never noun, 
even when forming part of the sentence body proper; and if what is never 
noun inside the sentence body proper, much less can it be noun when out- 
side the frame-work of the sentence, as it is here used. Being neither fun- 
damental nor substantive in character, it cannot be nominative independent, 
as noun or pronoun ; for nominative independent is a sub-branch included 
within fundamental substantive. (See the Grammatical Work-Tree Complete, 
p. 494.) And it can be no interrogative pronoun; for it is part of no direct 



484: THE SYSTEM METHOD. 

question, and is connected with no verb. (See Dem. XIV., e, f.) It cannot 
be a personal pronoun; for neither is it always of the same grammatical 
number, nor can it be accompanied with a pointer. (See Dem. XIV., e, 
b, c.) It is not a relative; for there are not here the two necessary verbs 
which it might link together. (See Dem. XIV., f; also Dem. XV., p. 457.) 
Therefore, since it has totally lost its peculiarities as a substantive, and, in 
doing so, has acquired the distinctive features of an interjection, what is an 
interjection. 

Prog. XXI: /. Interjection. 2. Principle. 

PARTICULARS ; 

False wizard, avaunt ! ^ Ugh ! ^ how cold it is. Alas,^ then, for the homeless 
beggar old. Tut ! * our horses they shall not see. — Shakspeare. Heigh-ho ! ^ if it 
be not four o'clock, I'll be hanged. — Id. Whew ! ^ a plague upon you all. — Id. 
Zounds, '^ wHl they not rob us? — Id. O,* we are undone! O,^ what portents are 
these! Fie,!*' cousin Percy! how you cross my father! Ha,ii ha,i^ ha! i^ most ex- 
cellent, in faith! — Shakspeare. Ha,i* cousin, is not this a gallant prize? — Id. 
Tush!i^ tush!i^ man, I made no reference to you. Ah, i'^ pensive scholar, what is 
fame? Stand, ho! ^^ Hark! i^ he is arrived. Lo,20 yonder his body lies. O,^^ it is 
monstrous, monstrous ! Alack,^^ j ^m afraid they have awaked. Ha ! ^3 they pluck 
out mine eyes ! Hark ! ^^ I hear horses. Halloo,^^ travelers, did you explore these 
caverns? Poh,^^ poh,^^ I never saw you before. Hist,^* be silent. Alas,^^ the way 
is wearisome and long. Alackj^" 'tis he. 0,^^ let me not be mad. "Whoop,^^ Jug! I 
love thee! Ha!^^ sayst thou so? Alas,^*sir! are you here? O,^^ sir, you are old. 
Hewgh ! 3® give the word. O,^^ look upon me, sir ! O,^* save him, save him ! Ha ! ^9 
what is it thou sayst? Ah *" me ! I feel my eyes grow heavy. O *^ Spain ! thou wert 
of yore the wonder of the realms. Lo! ^ wider grows the stream. O*^ ho,^* O*^ 
ho ! *^ would it had been done ! Hark,*'? hark ! ^^ the watch-dogs bark. Ah ! ^^ wela- 
way ! ^^ seasons flower and fade. 




SiEOoisriD St:e:p_ 

DEMONSTRATION XX IL 



In the development of every branch of learning, there are two steps, — 
(1.) classifying the particulars; (3.) organizing, or branching, the classes so 
formed into science system. (See pp. 29-31, 66-78, and 160,161.) Thus 
far we have been wholly engaged in classifying — making classes out of — 
the words. Of the word we have formed eight classes, — nouns, verbs, pro- 
nouns, adjectives, adverbs, prepositions, conjunctions, and interjections. 
And all words whatsoever, every word part of every sentence whole, is 
included in, and to be explained as belonging to, one of these eight classes. 

But we are now to take the second step: we are now to branch these 
classes, together with their higher classes and their sub-classes, into science 
system — into a grammar-system tree; for we cannot determine whether our 
language is correct — whether a word is built in the sentence as the right 
form in the right way — by knowing merely to what class, or "part of 
speech," that word belongs. We have to see to what branch the word be- 
longs — through what continuous branch it may be traced. To know that 
any given sentence is correct, the student must be able mentally to see each 
of its words as belonging in branch and sub-branch running entirely up to 
the tree-top branch. Take the sentence, "He has went." We may know 
that Jie is a pronoun, and that has and went are verbs; but to know merely 
to what part of speech the words belong is not to know whether the sen- 
fence is correct. The only way we can know a sentence to be correct (^. «., 
system -fitting) is to know that each of its words fits the grammar systevi, — 
to know that each word possesses those attributes that render it traceable 
through the grammar- system tree. (Refer to the " Grammatical Work- 
Tree Complete," p. 494.) We see, accordingly, — 

1. That Ae=fundamental, substantive, nominative, essential. 

2. That /j(is=fundamental, verb, finite, variable, indicative. 

3. That we^ii^fundamental, verb, finite, ? Here we discover went 

to be incorrectly — ungrammatically — built in the sentence; for it is not sys- 
tem-fitting; it is not congruous with, belongs in no branch of, the grammar 
system. Went must be called finite, for going and gone are the only parti- 

[485] 



486 THE SYSTEM METHOD. 

ciples, and go is the infinitive. But, if we call it finite, it must belong in 
one of the three branches of finite, and be either an indicative, an impera- 
tive, or a subjunctive. But it cannot be either of these; for each is built, 
in the sentence, next to and governed by a nominative; vrhile this went is 
not only disjoined from the nominative he by has, but it is not governed by 
he — it is accessory to has. The building of went is therefore erroneous, and 
the sentence is incorrect. It should be corrected to read, "He has gone;" 
for gone is so branchable completely through the grammar science system; 
thus: G'o?2/e=fundamental, verb, infinite, participial, verbal complement — 
to has. 

Again; take the sentence, " It vs^as him. " It and was are branchable, 
or traceable, through the grammar-system whole from trunk to topmost 
branch, and are thus shown not to be incongruous with the grammar sys- 
tem, but to fit it. But any attempt to find attributes, or class-marks, in Mm, 
to run it through the grammar-system tree, will fail: i?im=fundamental, 

substantive, objective, ? But it belongs in no branch of objective, unless 

it is predicate; but if it belongs in branch predicate, it must be in the same 
case as iY, the nominative! And since him is an objective, and cannot be 
the same case as the nominative it, the sentence must be incorrect. 

Thus, we see by branching the classes of words together into a science- 
system of grammar, that we may easily determine what is and what is not 
good grammar; whereas, no amount of study and learning concerning the 
unbranched classes — the separate classes known as "parts of speech" — 
would give us such power. Thus our knowing how to know, or think, a 
word in system, enables us quickly and understandingly to decide what is 
ungrammatical in a sentence; for it is this fact alone — the fact that the 
words of a sentence are all system-fitting — that makes the sentence correct. 

Said Prof. Swing, of Chicago: " An effort is now being made in schools 
to teach language without teaching grammar. It seems an unreasonable 
efEort. There is no better basis of correct speech than a knowledge of what 
makes it correct." But it is the perfect accord of each word part of a sen- 
tence with the word system, or science, — the science system of grammar, — 
that makes a sentence correct; therefore, that of which we must get knowl- 
edge, in order that we may speak correctly, is the science system of gram- 
mar. Now, the grammar-system tree is not only the learner's instrument, 
or tool, but it is also the long-sought-for test by which to determine what is 
and what is not grammatical, i. e., grammar-system-fitting, language. The 
simple rule, or method, of testing the grammar-system correctness — gram- 
mar-system fittingness — is this: Every correct word must fit or belong in 
some topmost branch, and therein, in every higher, or including, branch. 
Every word found thus to fit — thus to possess all the attributes making up 
any one complete branch running from tree trunk to tree top — is correct, so 
far as its grammar is concerned. Every word not so fitting some branching 
and sub-branching part of the grammar system, is incorrect — unfitting in 
the grammar system. 



BBANCHING THE CLASSES. 48T 

If it be asked whether the grammar-system tree can be made to con- 
demn such errors as, "John hurt herself," "It were they," I answer. No; 
grammar cannot be made responsible for the misuse of words as to their 
m,eanings. The dictionary is the only proper authority on the proper mean- 
ings of words. Herself is not an error of grammar system; were it so, it 
would be condemned by the grammar-system representative, the tree. It 
is an error of the b7-ain "system" of the author of the sentence. It is not 
to be called ungrammatical, except merely as it is nonsensical. It is proof of 
this statement that sound-minded children who know nothing whatever of 
grammar will at once correct this nonsensical sentence to "John hurt him- 
self." And so with "It were they." Were is not a grammatical mistake 
merely; it is a dictionary mistake to use the word were in lieu of the declar- 
ative was. On the other hand, "John hurt he," and "It was them" are 
grammatical errors, and as such they are easily condemned and corrected 
"by the tree. 

a. Grammar Defined. — The science of the word — a part of which the 
sentence is the including whole. (See the next Demonstration for "The 
"Word the Science Unit of Grammar.") 

b. Word. — A sign expressing an idea; the part of which the sentence 
is the whole. The word is the science unit, or tree trunk, of the grammar 
system; it is the whole of which the etymon is the part. 

e. Fundamental. — In grammatical science, the class-branch of which 
verb, noun, and pronoun are sub-branches. 

d. Adjunct. — That grammar-system branch, or class, including the 
"branches adjective and adverb. Adjuncts are often called " qualifiers " or 
"modifiers." 

e. Connective. — In grammar science, the higher branch, or class, of 
which the subordinates are preposition and conjunction; but, in a loose way, 
the term " connective " is made to include not only preposition and conjunc- 
tion, but also relative pronoun and conjunctive adverb. 

f. Transitive Use of Verb. — That use of the verb in which the ac- 
tion passes upon or results in an object named in the sentence, but not con- 
nected to the verb by a preposition; as, I was killed in the capitol; Brutus 
killed me; James was struck by Henry; Henry struck James; He believes God; 
He walked the plank; She sings soprano; He dreamed a dream; A dream was 
dreamt; The lesson is recited; James walked the horse down the street; Henry 
played himself weary; He lorded it over them; Be it enacted; They ran a race. 

iVoie.— Mark that it is not necessarily true that " the object of a transitive verb is in the 
objective case." In the sentence, "I was killed," the object— that upon which the action 
passes — of the transitive verb killed is the nominative /. And so in " The lesson is recited," 
lesson, though the logical object of recited, is nevertheless a nominative case. 

g. Intransitive Use of Verb. — That use of the verb in which the 
action passes upon no object named; or, if so, upon an object disjoined 
from the verb by a preposition; as, I was killed in the capitol; He believes 
in God; He walked ore the p?a?iA;/ He writes well; John studies diligently; She 



488 



THE SYSTEM METHOD. 



sings beautifully; She was dreaming; He recites well; The timber splits easily; 
I love to play; Be thou gone; Be it enacted; He desires to go. 

h. Verbs usually intransitive, are transitive when resulting in, or gov- 
erning, an object of kindred signification to the verb; as. He ran a, race; He 












]e 
















\-? 


1 


•V 


-&% 


t 
■« 




m 


g 




rtiXv, 


•C 


r^/ 


dVe- 




/ 








%sX 







GRAlVtlvrATICAIv ^ArORK:-TF^.K:E:; INCOlVrFLETE. 

Copyright, 1886, by I. E. WILSON. 

dies a righteous death. Other verbs, usually intransitive, are transitive when 
used in a causative sense; as. The boy flies his kite; The tempest sank the 
vessel; He trots his horse. 



BRANCHING THE CLASSES. 489 

Prog. XXII.— Branching by the Tree Incomplete.— That the perfectly 
organized tree of grammar constitutes an invaluable working-guide for 
learners, has been fully set forth elsewhere. Such a work-tree will be intro- 
duced as constituting Prog. XXIII. and each program thereafter. But for 
the purpose of a review, and as a guide in distinguishing the "parts of 
speech," the foregoing representative of the science system of grammar, 
though incomplete, will be found a serviceable instrument. 

For the method of using this tree in preparing and reciting a system- 
guided grammar lesson, see the work-book, "The System Method," No. 20, 
Prog. XXII. Of the following particulars, let the student first work up the 
verbs marked, as a lesson on transitive and intransitive verbs; afterward, 
all the words in each sentence may be assigned as an exercise in distinguish- 
ing the parts of speech. 

PARTICVLARS : 

I smell 1 roses. Good people hate ^ vice. You own ^ a horse. The multitudes 
perish.* The rainbow appears ^ beautiful. The leech adheres ^ to the skin. The 
wax sticks ^ fast. James walked * his horse around the lot. Pharaoh dreamt ^ a 
dream. The boy flies i" his kite. The boys are ^^ playing ^^ ball. The earth grows ^^ 
plants and trees. The minister dies ^^ a righteous death. The tailor sews ^^ neatly. 
A woman toils.^^ A man works.^^ Man's works decay.i* The tempest sank ^^ the ves- 
sel. The timber splits ^^ easily. The passengers crowded ^^ the car. The author En- 
glished ^^ the sentence. Calpurnia, here, my wife, stays ^^ me at home. The heavens 
speed 2* thee in thine enterprise. Thus I roamed 25 me about. He ran ^6 the knife 
into his leg. He died ^7 a horrible death. They sat^s them down upon the yeUow 
sand. Was ^^ it a dream we dreamed ? 3" Paul writes ^i a good hand. He out- 
did ^2 himself. We lowered 33 the bucket. He faced 3* the foe. He walked 35 himself 
away. Trust 36 God and be 37 doing, 38 and leave 39 the rest with him. Is *<> it true, as 
is 1* said,^ that mood refers *3 to the manner of assertion ? Son, go ^ work *5 to-day 
in my vineyard. Up ! up ! my friend, and quit ^^ your books. He saw *7 me, and 
yielded; *8 that I might *9 say, so with the hook-nosed fellow of Rome, I came,5i saw,^^ 
and overcame. S3 

Let 5* it be 55 who it is : 56 for Eomans now 

Have 57 thews and limbs hke to their ancestors ; 

But, woe the while ! our fathers' minds are 58 dead, 

And we are 59 governed ^^ with our mothers' spirits. — Shakspeare. 

And why should 6i Csesar be ^3 a tyrant, then ? 
Poor man ! I know ^3 he would 6* not be 65 a wolf, 
But that he sees 66 the Romans are 67 but sheep ; 
He were 63 no lion, were 69 not Romans hinds. — Id. 

The valiant never taste 70 of death but once. — Id. But what of Cicero? Shall we 
sound 71 him? — Id. I doubt 73 not of your wisdom. — Id. And now, Octavius, listen, 73 
great things. — Id. 



490 TEE SYSTEM. METHOD. 

But when they should ^* endure '^^ the bloody spur, 
They fall '^ their crests, and, like deceitful jades, 
Sink " in the trial.— /d. 

See '^^ he is ''^ arrived.^" — Id. For every tear he falls,^! a Trojan bleeds. — Id. Come, 
come, and sit*^ you down. — Id. 

Then why should ^^ j^g despair ^^ that knows to court ^^ it, 

With words, fair looks, and liberaUty. — Id. 

A man may fish ^^ with the worm that hath ^'^ eat ^^ of a king, and eat ^s of a fish that 
hath 90 fed 91 of that worm. — Id. 



DEMONSTRATION XXIIL 



FACT MATTER: 

a. Construction in the Sentence. — Tlie building of the word into 
the sentence, or the part itself built in. The sentence is a complex and 
wonderful building. It has bases, or essentials, corresponding to the main 
timbers in the frame-work of a residence. It has also accessory parts, those 
attached to, and dependent upon, these base or essential parts. There is 
also an independent, or absolute, part in some sentences, corresponding to 
an ornamental stone or tree in the yard, which stone or tree is independent 
of the building, yet naturally belonging with the building. There are, still, 
connecting parts, — the preposition and the conjunction. Prepositions and 
subordinate conjunctions join accessory to essential; co-ordinate conjunc- 
tions, accessory to accessory, or essential to essential. We have, therefore, 
of constructions the four kinds following: — 

b. Essential Element. — One necessary to the constitution, or exist- 
ence, of a sentence; as. He was ordered to go; It is I; Plato, thou reasonest 
well; The hack having gone, we were obliged to walk; The mountain rose, 
hight above hight; Peace, ho! iiear Antony, most noble Antony. 

C. Accessory Element. — One not essential to the frame-work of the 
sentence, but simply attached to another part. Thus, in "He was or- 
dered to go," neither ordered, to, nor go is really essential to the frame-work 
of the sentence; since he and was form that frame- work themselves, and are 
the two essentials of the sentence. Other examples are. It is I; Plato, thou 
reasonest well; The hack having gone, we were obliged to walk; The mountain 
rose, hight above hight; Peace, ho! hear Antony, most noble Antony. 

d. Independent, or Absolute, Element. — One neither essential to 
the frame-work of the sentence nor attached to another part; as, Plato, thou 
reasonest well; Peace, ho! hear Antony, most noble Antony; Sir, I beg you 
to give me a bit of bread; He that hath, to him shall be given; The hack 



BRANCHING TEE CLASSES. 49 1 

having gone, we were obliged to walk; to die, how can I? To ask being 
forbidden, we proceeded without permission. 

e. Connective Element. — One used like a preposition or conjunc- 
tion; as, He went through France and Italy; Sir, I beg you to give me a piece 
of bread; The mountain rose, hight above hight; Man is born to die; Birds 
chirp and sing; You may go, but I must remain. 

f. Infinitive Constructions. — The infinitive is used in two different 
ways as a verbal complement, and as a substantive object of the preposi- 
tion to. The verbal comjilement uses are the assertive and the objective, 
as exhibited in the following explanation: — 

g. Assertive Complement. — This is the use of the infinitive to com- 
plete the assertion begun by %cill, shall, may, can, must, do, etc. ; as, I sliall 
love; Thou mayst love; He dares not undertake it; We can learn; I had rather 
be a kitten and cry mew. 

h. Objective Complement. — This is the use of the infinitive standing 
in the relation of an objective to the antecedent verb, from which it is sepa- 
rated by a noun or pronoun in the objective case; as, I heard him sing; I 
feel my pulse beat; They would have us give up our rights; She saw her 
beauties, star by star, expire. — Byron; I have watched thy current glide. — 
Longfelloio; I have/e??; my heart beat light. — Id.; I see its sparkling bubbles 
swim. — Id. 

i. Substantive Use.— The use of the infinitive as the object of the 
preposition to; as, Man is born to die; It is high time to wake out of sleep; I 
want to be a scholar; The Son of Man is come to seek and to save that which 
was lost; She is old enough to go to school; A mutual acquaintance leads us 
to respect each other; He loves to ride; She desired him to go; I rejoice to 
hear it; To enjoy is to obey; It is to be remembered; I have faith to believe; I 
should laugh to giggle. 

j. Object of Op or a Comparative. — The substantive infinitive is 
sometimes the object of of or of a comparative adjective or adverb; as. That 
is calculated to embitter instead c/ conciliate; He would rather go than stay ; 
I would better die than live falsely. 

Life seems a jest of Fate's contriving. 

Only secure in every one's conniving, 

A long account of nothings paid with loss. 

Where we poor puppets, jerked by unseen wires. 

After our little hour of strut and rave. 

Are tossed pell-mell together in the grave. — Lowell. 

k. Pahticipial Constructions. — Like the infinitive, the participle is 
an infinite mood, since it never takes a subject (see Demonstration SXIV.). 
And the participle and the verb in the participial mood are identical. It is 
used in four different constructions, as they here follow: — 

1. Verbal Complement Use. — This is its genetic use; as. The day is 
ending; The night is descending; The bell is pealing; He is universally respected; 



492 TEE SYSTEM METEOD. 

It may be known by its use; Bills are requested to he paid in advance; He or- 
dered the bridge to be broken down; Jolin is cutting wood; Be ye reconciled to 
God. 

m. Substantive Use. — Of substantive participles, there are three 
varieties or divisions, — the subject participle, the predicate participle, and the 
objective participle. 

1. Subject farticiple : Giving ^s receiving; Stealing ^s lying; Forgetting the books 

delayed us; Doing is not sleeping. 

2. Predicate participle : Giving is receiving; Stealing is lying; Doing is not 

sleeping; I consider preaching to be teaching. 

3. Objective participle : I felt K^'e singing; I consider preaching to be teaching; 

We could not avoid breaking our promise; We all fell to eating; By culti- 
vating cheerfulness, we become happy; Dying for principle is a Idglier 

virtue than scolding. 

n. Adjectival Use. — Examples are. Being defeated, Tie retired; The 
darting sioalloios soar and sing; The rising morn has but the stars; I hear the 
bluebird prophesying spring; There, enraptured, he wanders; I feel my pulse 
beating; They stand by the throne all transfigured; Kneeling, /reread then the 
prayer of consecration. 

0. Adverbial Use. — Examples are. They came pleading for peace; He 
came tumbling down stairs; The Son of Man came eating and drinking; The 
STLQ-w fell hissing in the brine; The tide came rushing in the harbor. 

p. The Word is the Science Unit op Grammar. — It has been else- 
where shown, in this first volume, that every real science is a system of 
what is the part of an including whole. 

Of orthography the science unit is letter, of which the including whole 
is etymon. 

Of etymology the science unit is etymon, of which the including whole 
is word. 

Of grammar the science unit is word, of which the including whole is 
sentence. 

Thus it is that orthography, etymology, and grammar are three sciences, 
of which the science units — the tree-trunk units — are letter, etymon, and 
word; in which, if we add sentence, we see a congeries in which the lowest 
part is the letter, and the greatest whole, the sentence; and in which etymon 
and word are wholes for orthography and etymology, and parts for etymol- 
ogy and grammar. Now, since the tree-trunk, or focal unit, of grammar is 
the word, and since it is the word — not the letter nor the etymon nor the 
sentence — that we distribute into nouns, verbs, pronouns, adjectives, ad- 
verbs, prepositions, conjunctions, and interjections, therefore, every word, 
therefore every single word of itself, is some part of sjjeech and to be treated 
as such. Let not the slightest heed be given, therefore, to the coxcomical 
science of any grammaticaster who teaches that "to before an infinitive is 
not a preposition;" that "for before the objective subject (!) of an infin- 
itive" " is not a preposition," "but is merely an introductory expletive,*" 



% 



BBANGHING THE CLASSES. 493 

that "certain combinations of toords [as if, as well as, except that, forasmuch 
as, but also, but likewise, notwithstanding that, not only, etc. — Harvey's 
Revised Grammar, p. 129] should be parsed as conjunctions or conjunctive 
adverbs;" for, since the word is the system-unit — the thing studied, classi- 
fied, and branched into system— of grammar, grammar is as much bound to 
explain every word separately as zoology and botany — in which animal and 
plant are the units studied and systematized — are bound to explain every 
animal and every plant separately. What sort of a botanist would he be 
who should pretend to explain a banana and a lily together as one plant! 
Such sort of grammarian must he be who pretends to explain as well as as 
one conjunction. But what shall we say of that scientist, or systematizer(!), 
who, by treating can go, should go, etc., as one verb, makes it absolutely 
impossible to develop or use any such thing as a real system of grammar! 
(See "Learner's Process of Work Benighted," "One Verb Consists of a 
Single Word," and "Two Words as One," pp.. 377, 387, 393.) 

Note. — Of course, in the case of an appositive noun or pronoun, where the grammatical 
properties of base and appositive are identical, the disposing of two words as one is not at all 
to be condemned. (See Work-Book No. 20, Prog. IV., word 78.) 

q. A Mental Thee in the Memory. — It has been pointed out that the 
only way we may really know that any word in the sentence is grammatic- 
ally correct, is to know that it is system-fitting. But before we can know 
whether a word fits the grammar system, we must understand the grammar 
system. And before we can so understand the grammar system that we 
shall be able to use it instanter, as in daily life we always need and must 
use it, a perfect mental image of it must be sunk in the memory. The lack 
of this mental grammar system on the part of learners, clearly explains 
their inability to know and decide whether a sentence is correct language. 

Prog. XXIII.— Branching by the (Jrammar- System Tree.— The following 
is believed to be the perfect representative of the science system of grammar. 
As such, it constitutes the learner's only possible instrument in knowing 
and remembering how to solve any grammatical— grammar-system — prob- 
lem. It is hereafter to be used by the learner in "doing" the system of 
grammar, and is to be learned in the using. 




[494J Copyright, 18S6, hy I. E. WILSON. 



BRANCHING THE CLASSES. 495 

PARTICULABS : 

He might havei been^ elected.^ How old must a man be* to be ^ a bachelor? 
Please to give ^ us bread to eat J He is anxious to learn ^ how to draw.^ Man is 
born i** to die.^^ I should laugh i^ to cry.i^ -phe book is to be i* studied.i^ He was 
ordered ^^ to flre.^^ The beef was ordered i* to be ^^ fried.^*^ We saw him fall.^i Let 
him be 22 C^sar. AU were sealed ^3 with the seal which is never to be 2* broken.^^ 
Let us be^s going.^^ Let it drive.^* To be ^9 good is to be ^o great. Time to come ^i 
is called ^2 future. Thou mayst love.^^ I want to be ^* quiet and to be ^^ let ^^ alone. 
It is to be 2^ remembered. 38 I feel my pulse beat.^* He has come *" to work.*i I ha 
rather be ^^ a kitten and cry *3 mew. They would have ** us give ^^ up our rights. He 
has laughed*^ to see*^ us suffer. *3 I see its sparkhng*^ bubbles swim.s" To enjoy ^i 
is to obey. ^2 M&n must die.^^ Giving 5* is receiving.^^ I consider preaching ^^ to 
be 5^ teaching. 58 BiUs are requested ^^ to be ^^ paid ^^ in advance. We aU feU to eat- 
ing. ^2 He came tumbling ^3 cIq-j^ti stairs. They came pleading ^* for peace. 

Life seems a jest of Fate's contriving, ^^ • 

Only secure in every one's conniving, ^^ 

A long account of nothings paid ^^ with loss. 

Where we poor puppets, jerked ^^ by unseen wires, 

After our Uttle hour of strut ^^ and rave,™ 

Are tossed '^^ peU-mell together in the grave. — Lowell. 

See it lightening. ^2 j j^ad better go. '''3 Had it not been ^* for Dryden, we had never 
known ''5 a Pope. Be it enacted, ^^ That schools shall be''"' estabhshed.^8 I hear the 
bluebird prophesying '^^ spring. Let him be 80 punished.^i Be so good as to go.82 I 
prefer rather to go 83 than to stay. 3* Being 33 let 36 go, 37 they went their own way. 
They kept him going.38 I do not like 39 her singing. ^'^ I was opposed ^^ to his writ- 
ing ^2 tiie letter. My son is going ^3 ^ be 9* married. ^^ Truth, crushed ^^ ^^ earth, 
shall rise''' again. By singing, ^8 birds delight us. He is compelled '^ to go.i"" 

Close beside her, faintly moaning,!"! fair and young, a soldier lay. 
Torn 1^2 with shot, and pierced !''3 with lances, bleeding !"* slow his life away. 

— Whittier. 

He is said^os to havei"^ gonc^^^ He is beheved "3 to have i"' been '^^^ caught."^ He 
could not avoid 112 giving ii3 offense. The beginner should be"* accustomed ^^^ to 
giving 116 aU the reasons. He would sooner die i^'' than askii3 a favor. His being ^i* 
a foreigner should not have 120 prevented 121 his being 122 elected. ^23 Supposing 12* he 
were here, what could you do? 125 The branch, being ^26 broken ^27 off, fell. His 
dancing 128 set us all to laughing. i29 He wishes to do i30 something more than eat ^31 
and sleep.132 Better not to be ^33 at all than not be noble. 



49G TEE SYSTEM METHOD. 

DEMONSTRATION XXIV. 



FACT MATTER : 

a. Variable Verb. — One so built in the sentence tliat if I, thou, 
and he be substituted for its nominative, its form will vary; that is to say, 
a variable verb is a verb in the indicative mood. 

b. Invariable Verb. — One that does not change its form to accord to 
changes in the person or the number of the subject-nominative; that is to 
say, one not in the indicative mood. Examples are, I shall go if it be possi- 
ble; He was ordered to go; Be it as it may, I must go. 

C. What Verbs Have Subjects? — Indicatives, imperatives, and sub" 
junctives, those that constitute the verb-half of the frame-work of the 
sentence; for it is tHe essential, or finite, verb-half of which the subject- 
half is the subject. It will be observed that some essential verbs, the in- 
dicatives, change to accord to changes in the person or the number of the 
subject-nominative. Thus, in "I can go," the indicative can changes to 
canst, when /is changed to t7iou; but the verbal complement infinitive go is 
not altered by changing I to thou. Now, when a verb constitutes the es- 
sential verb-half of the frame- work of a sentence, it is said to have a sub- 
ject; and when it thus has a subject, it is said to be z. finite verb. In this 
way, we see that the finite verbs are the indicatives, the imperatives, and 
the subjunctives. 

The infinite verbs, the infinitives and the participles, cannot form this 
essential verb-half of the sentence frame-work, and cannot, therefore, have 
grammatical subjects. And observe that not the infinitives and the partici- 
ples alone, but also all imperatives and subjunctives, are invariable verbs, 
the only variable verb being the indicative. This variation in the indica- 
tive, to make it accord to the change of person or number in its subject- 
nominative, is what has been called the "person and the number of the 
verb." 

" So far as the verb has different forms of person and number, the form 
used is of the same person and number with the subject, being, therefore, 
always in the third person if its subject is a noun: thus, — 

"I give, not I gives; thou goest, not thou go or goes; 

"He runs, not he run; the man runs, not the man runnest; 

"We are, not we am or is; the men were, not the men was. 

"This is also expressed by saying that the verb agrees with its subject 
in number and person, or that the subject governs the verb in number and 
person; that is, requires the verb to be of a certain character in these re- 
spects: the subject being given, the verb is compelled to correspond with it 
in number and person." — W. B. Whitney . 



BRANCHING THE GLASSES. 4,97 

"As the verb is the essential part of every sentence, or the part that 
makes the assertion, the subject of the sentence is also called the subject 
(or subject nominative) of the verb." — Id. 

d. Finite Verb. — One used as the essential verb-half of the sentence 
frame-work. 

e. Infinite Vekb. — One not used as the essential verb-half of the sen- 
tence frame-work. 

f. PpaNCiPLE VIII. — A variable finite verb is in the indicative mood. 

g. Principle IX. — An invariable finite verb is in the subjunctive or the imper- 
ative mood. 

h. Principle X. — An infinite verb accessory to to, or to another verb and 
justifying with to, is in the infinitive mood. 

i. Principle XI.— An infinite verb ending in ing, or not justifying with to, is 
in the participial mood. 

k. The Current Rule Erroneous. — The indicative is the only mood 
in the English language that has variations for person and number. 
Hence, contrary to the practice of many teachers, consistency would aban- 
don the distinction of person and number when parsing all moods except 
the indicative; for what sort of science is it that distinguishes between 
he and be — between he and itself! Rather, is it not the fancy and fuss of 
nonsense to be making such a distinction? The conjugation in the sub- 
junctive runs, I be, thou be, lie he, between which forms of be there is no dis- 
tinction. Thus it is seen that the rule should read, " An indicative must 
agree with its subject in person and number," and not, " A finite verb must 
agree," etc. 

The conjugation correctly continues. Hove, thou love, lie love; I do, thou 
do, lie do; and so in the subjunctive mood of every verb in the English lan- 
guage, none having any change whatever. If the reader will draw two 
lines upon a slate, refer to the exami^les of the subjunctive present already 
given, take those verbs and write them so that the verbs in the subjunc- 
tive will come between these lines, thus: — 

far from home, he will have friends, 
drink at the festival, she will renounce him. 
or come, do not fail to send me word, 
his estate, he will maintain his integrity, 
go, I will inform you, — 

in this way he will observe that no termination whatever appears at the 
right of the second line, but that the form of the verb is always the simple 
infinitive form, the one used with I; thus, I go, I love, etc. 

The reader can now see that in all verbs the subjunctive present is the 

same for all persons and numbers. Hence, except for the indicative, the 

absurdity of the rule, "A verb must agree with its subject in person and 

number." For, if the first person of the subjunctive is the same as the 

32 



1. 


Though he 


get 


2. 


If he 


do 


3. 


Whether he 


go 


4. 


Though he 


lose 


5. 


If I 


do 



498 THE SYSTEM METHOD. 

second person, and the second tlie same as the third, how can there be any 
difference among them? But if all three are the same, and any one 
"agrees," will not either of the other two agree? Nothing but the sagacity 
of a grammarian could detect a difference between things that are the same. 
Nothing but the wisdom of a grammarian could perceive the necessity of 
a rule of agreement where disagreement is impossible! 

1. The SuBjtJNCTrvE will Never "Fade out." — More vicious teach- 
ing is the doctrine that the subjunctive " as a form of the verb" is of no 
practical value, and will eventually "fade out." The history of the sub- 
junctive through the Greek, Latin, and Teutonic languages clearly shows it 
to be not less persistent as a form of the verb than is the objective case of 
the pronoun. Its vitality may be illustrated in this way: — 

1. If his feet be large, he will not sell well. 

2. If his feet are large, he will not sell well. 

Now, if I am trained myself to represent facts undetermined, contingent, 
and unknown, by the subjunctive present, as in the first example, and 
events at present determined in fact, by the indicative present, as in the 
second example, I easily conclude, — 

1. That in the first examjDle a colt is referred to; but — 

2. That it is a liorse referred to in the second. 

For the future size of the feet, alone, might it be, that could be undeter- 
mined and unknown. The size of a full-grown animal's feet alone, might 
it be, that could be at present determined in fact. Evidently, not till the 
distinction itself between the colt and the horse is abandoned, will the 
means of that distinction be abandoned. Again, take — 

1. If that is your opinion, I shall report it. 

2. If that be your opinion, I shall report it. 

Here, also, if I am trained myself to represent events undetermined and 
future by the subjunctive imperfect, as in the second sentence, and events 
at present determined in fact, by the indicative imperfect, as in the first 
sentence, I conclude, — 

1. That in the first sentence the opinion is already formed at the time of 
speaking; but — 

3. That in the second sentence the opinion is not already formed, but 
future, and therefore undetermined and contingent. 

Prog. XXIV. — Branching by the Grammar- System Tree. 

PARTICULARS : 

The enemy advancing,^ the vanguard retreated.^ They refusing ^ to coTiply,* I 
advanced.^ He thanked^ us for saving^ his life. He wist* not what to say. ^ They 
kept 1" him going." We all fell ^'^ to eating.^^ He could i* not avoid ^^ giving ^^ offense. 

Great Nature spoke; i'^ observant man obeyed; ^* 
Cities were^^ formed; ^^ societies were^^ made.^" 

Time never ceases ^^ flying."* There the wicked cease ^^ from troubling. ^^ When 



BBANGHING THE GLASSES. 499 

does 2'' he purpose ^^ to go.2' To love ^^ our neighbors as ourselves is •''^ divine. The 
cars having ^^ arrived,^^ we departed.^* Csesar, having ^^ crossed ^^ the Rubicon, gave '^'' 
battle. To speak ^* plainly, your habits are ^^ your worst enemies. 

Think *<* you I am *i no stronger than my sex. 
Being ^^ so fathered ^^ and so husbanded ? ■** 

To be *^ at war with one we love,*'' 

Doth *^ work *^ like madness in the brain. — Coleridge. 

She gave *^ me of the tree, and I did ^^ eat.^^ Truth, crushed ^^ to earth, shall ^^ rise ■''* 
again. What was ^^ it that moved ^6 pale Cassius to consi^ire ? •'''' 

Who could 5* refrain, 5^ 
That had''" a heart to love,"! and in that heart 
Courage to make "^ his love known? ^3 — Shakspeare. 

We saw^* the storm approaching. ''5 I felt^^ my heart beating. ^^ Remembering''^ 
matter pays ^^ the debt. Searching^" the window for a flint, I found ^^ this paper, 
thus sealed ^" up. I do '''^ entreat ''^ that we may ''^ sup ™ together. No man can '^'^ do ^^ 
these miracles except God be '^^ with him. My Prometheus, which has ^° long been ^i 
finished, ^2 is ^^ now being ^* transcribed.^^ I knew ^^ my lesson before the clock had ^^ 
struck, ^s 

That very law that molds ^^ a tear, 
And bids It trickle ^^ from its source, 

That law preserves the earth a sphere, 

And guides ^^ the planets in their course. — Rogers. 

I want^^ to be 33 quiet and to be^* let^^ alone. Had**^ we known ^'^ this, we could '^ 
have 39 aided i"" you much. Hear i^i me, for I wiU 1°^ speak.^''3 j g^y i04 g^ch of j-ou 
shall 1"^ be^"^ rewarded. ^"^ It matters 1"^ little, ultimately, how much a laborer is^o^ 
paid 11" for making ^ anything ; but it matters i^^ fearfully what the thing is "3 -n-hich 
he is 11* compelled 11^ to make.n^ — Ruskin. I haveH^ long beenH* accustomed, n^ as 
all men engaged i^" in work of investigation musfi^i be,i~2 to heari33 my statements 
laughed 1-* at for years, before they arei^^ examined i-^ or believed;!"^ and I am i^* 
generally content to wait i^^ the public's time. — Id. Simonides, being i3" asked i^^ by 
Dionysius what God was,!^^ desired i^^ a day's time to consider 13* of it before he made i^s 
his reply. — Addison. I was i36 born i3^ to a small hereditary estate, which, according i33 
to the tradition of the village where it lies,i39 wasi*" bounded i*i by the same hedges 
and ditches in William the Conqueror's time that it isi*^ at present. — Id. 

Long in its dim recesses pines the spirit, 

Wildered and dark, despairingly alone ; 
Though many a shape of beauty wander i*3 near it, 

And many a wild and half -remembered tone 
Tremble i** from the divine abyss to cheer i*^ it, 

Yet still it knows ^*^ that there is only one 
Before whom it can i*^ kneel i*^ and tribute bring, i*" 

At once a happy vassal and a King. — Lowell. 



500 THE SYSTEM METHOD. 

What we call ^^^ Nature — all outside ourselves — 
Is 1^1 but our own conceit of what we see/^'-^ 
Our reaction upon what we feel; ^^^ 
The world 's a woman to our shifting ^^* mood, 
Feeling ^^^ with us, or making ^^^ due pretence ; 
And therefore we the more persuade ourselves 
To make '^^'' all things our thought's confederates. 
Conniving ^^s ^yith us in whate'er we dream. 1^9 — Jd. 

Our slender hfe runs i^" rippling ^^i by, and glides ^^^ 
Into the silent hollow of the past ; 

What is 163 there that abides i''* 
To make 165 the next age better for the last? 

Is 166 earth too poor to give i6^ us 
Something to live 16* for here that shall 16* outlive i™ usi 

Some more substantial boon 
Than such as flows i^i and ebbsi'^ with Fortune's fickle moon? 

The little that we see i^3 

From doubt is i '* never free ; 

The little that we do,"^ 

Is 1^6 but half-nobly true ; 

With our laborious hiving i^^ 
What men calli'^^ treasure, and the gods calli'^^ dross, 
Life seems i^" a jest of Fate's contriving, i*i 
Only secure in every one's conniving,!^^ 
A long account of nothings paid i^^ with loss, 
Where we poor puppets, jerked i^* by unseen wires. 

After our little hour of strut i^^ and rave,i^6 
With all our pasteboard passions and desires. 
Loves, hates, ambitions, and immortal fires. 

Are 1^' tossed i*^ pell-mell together in the grave. — Id. 

If thou thouesti^^ him some thrice, it will not be amiss. 



DEMONSTRATION XXV. 



FACT MATTER: 

a. Construction op Names. — In construction, nouns and pronouns, 
like verbs, are essential, accessory, or independent. (See Demonstration 
XXIII.) 

b. It, You, That, What, and As. — Review Demonstration XV. 

C. Directions for Finding the Case. — See Demonstration V., g, h, 
i, j; also Demonstration VI., a, b. 



BRANCHING THE CLASSES. 50l 

d. The Offices of Nouns and Pronouns. — The specific part per- 
formed in the sentence. Of the oflices of nouns and pronouns there are 
five, — subject, predicate, appositive, adnominal, and object. 

e. Subject. — The term "subject" has been taken from the province 
of logic, and is of questionable value to the science system of grammar. 
Subject is from sub, under, andjacere, to throw, and refei's to whatever is 
thrown under the extension or dominion of something else. I have shown 
elsewhere many times (see pages 15-40 inclusive) that every thinking act 
is an act thinking particular, or subject, under the extension of some 
known class; hence, the logical definition of subject: Thatwldch is thrown, 
or thought, under the extension ofknoion class; or, commonly, "That concern- 
ing which anything is affirmed or denied." — Watts. 

f. GrammaticaIj Subject. — The following are three definitions of a 
grammatical subject: — 

1. The substantive half of the frame-work of the sentence. 

2. The substantive essential to the constitution of a sentence. 

3. That which determines the form and j)osture of the essential verb. 
Examples are. It is they; It is I; What am 1? Who is he? Who are they? 

What hurts the man? Bills are requested to be paid in advance; Thine [ ] 

is the kingdom and the power and the glory; His pavilion were dark waters 
and thick clouds of the sky; It is sweet to die for one's country; Abide ye 
here; Somebody call my wife; Which is yours [ ]? 

g. A Blunder. — The grammatical subject is much more than merely 
"that of which something is affirmed." It is that which determines the 
form and posture of the verb. Grammar is the system, or science, of the 
word, — the structural part of which the sentence is the whole; and every 
grammatical distinction is based on the difference of structure or posture 
among these word-parts of the sentence whole: nearly as human anatomy 
is based on the difference of form and posture between different organ- 
parts of the man whole. Two different words may be like in form, just as 
the two eyes or the two hands are like in form; but, if so, they will be un- 
like in their posture in the sentence whole, just as either the two eyes or 
the two hands are unlike in their posture in the man whole, one eye and 
hand being left in posture, the other being right. Now, there is a corre- 
spondence between subject and verb as between the two hands, and between 
the two eyes. Given the right hand, then the form of the left, as well as its 
posture in the man whole, is easily determined. It is in this way that from 
the subject we determine what both the form of the verb and its posture in 
the sentence whole will be. 

Having never seen what part and whole in grammar mean; having 
never known how grammar is a real science system of the word, a part of 
which the sentence is the including and mirror whole; but metaphysically 
trying to solve the problems of grammar by vague principles of logic, many 
grammarians seem unable to distinguish the subject of the simple sentence. 
Thus, Thos. W. Harvey, in his "Practical Grammar of the English Lan- 



502 THE SYSTEM METHOD. 

guage," page 63, declares that ■zc/wcA, in the sentence, "Which is yours?" 
"is used as the subject of the sentence"! Now, for convenience alone, we 
will suppose that yours has reference to a knife; for, being in the possess- 
ive case, doubtless it must limit, or possess, something. Then, for proof, 
change the singular, knife, with which the singular verb is agrees, to the 
plural knives, and the verb must change to are, and the sentence, will read, 
" Which are your knives?" But, with the rest, Mr. Harvey teaches, in his 
13th rule, that that word with which the verb agrees, is the subject. There- 
fore, of the last sentence, the subject is knives; and of the first, the subject 
is a singular noun understood, and not the pronoun which. Had Mr. Har- 
vey discovered that in the proper scheme of grammar, the subject is the 
substantive essential, — that which determines the form of the verb, — he 
could not have committed himself to so laughable a blunder. But this er- 
ror is the sequel of another of the same anti-form, or "logical" (!), sort, 
found on page 63 of the same book, where it is declared that hers is in the 
neuter gender! Once in that error, this author had no form-and-posture 
test — had no principle except that of "logical" affirmation — by which to 
determine what is the subject in "Which is yours? " Very few have a just 
conception of what a grammatical subject is. 

h. Grammatical Predicate. — "Predicate" is from the li^iim prcedi- 
care, to cry or proclaim. Hence the definition: Those words which repre- 
sent what is cried, or asserted, of a subject; as. Chalk is white; John is a 
scholar; Brutus speaks; It is I; What am I? Somebody ring the bell; Long live 
the king! 

i. Predicate Noun, Pronoun, Adjective. — Any noun, pronoun, or 
adjective in the predicate after a copula (see Demonstration XXVI.); as, It 
is I; Hassan is my name; He is true; We found him to be true; They took 
him to be an enemy; They hated him as being an enemy. (See Demonstra- 
tion v., g, h, i, for " The Case Determined" and "Be and Same Meanings.") 

j. Appositive (= ad, "to," and position: close position). — The office 
of a ^ name accessory to another and meaning the same thing; as, I, thy 
father-in-law Jelhro, am come unto thee; Senator Conkling resigned; He did 
it himself; Peace, prosperity, happiness, — all these things were sacrificed; He 
is crippled, hand and foot; The stars, they shall shine forever. (See Demon- 
stration VI., b.) 

k- Adnominax (= ad, "to," and nominal, "name:" to a name). — The 
oflace of a ^name in the possessive case; as, Our gain is William's loss; 
Henry's being a student is no reason for his being a savage. 

1. Object. — The office of a ^name accessory to any verb not a copula, 
or to a preposition, an adjective, or an adverb; as, I paid him the money; 
They called her Mary; We shall remain one hour; He stopped at Rome; The 
lake is ten miles long. 



'^Note. — Name, as here used, includes both nouns and pronouns. 



BRANCHING THE CLASSES. 503 

Prog. XXV: /■ Substantive. 2. Class. 3. Case. 4. Construction. 5. Office. 

a. Noun. a. Nominative, a. Essential. a. Subject. 

b. Pronoun. b. Pofssessive. b. Accessory. b. Predicate. 

c. Objective, c. Independent, c. Appositivc. 

d. Adnominal. 

e. Object. 

PAHTICULARS : 

An idle brain ^ is the devil's^ workshop.^ He* was paid money.^ Some crim- 
inal^ is being tried for murder.'' Milton!^ thou^ shouldst be living at this hour.^'* 
Fiddlesticks ! 1^ it isn't worth the powder. ^^ Hope^^ deferred maketh the heart i* 
sick. — iSolomon.^^ Mr. Jones/^ the banker,!^ has gone to Europe.^^ Conscience!^' 
how it 2" rains! I,^^ Richard Roe,^^ do solemnly swear. He^^ scaled Mt. Blanc, ^* — a 
daring feat.^^ Ho ! gunners,'^^ fire a loud salute.^'' Come hither, my little daughter.^* 
A Daniel^' come to Judgment! yea, a Daniel.^" I^^ resolved to practice temper- 
ance^^— a resolution^'' I have ever kept. There is no harm^* in children's ^^ playing 
by the roadside.^^ Paul 3'' being a Roman,^* they^' feared to kill him.** Bingo," 
why Bingo !*2 hey, hey — here, here! His*^ teeth,** they*^ chatter, chatter still. 
Shame*® being lost, all virtue *''' is lost. Caesar,** thou*' dost me wrong. ^^ — Shaks- 
peare.^^ Leonidas,^^ Cato,^^ Phocion,^* TeU,^'' — one peculiarity^® marks them^'^ all. — 
Emerson.^^ What ! Celso,^' thou *" turned courtier? ®i Well, John,*'^ I ®^ hope you "* 
did not laugh. He®^ caused himself''® to be proclaimed king.®'' O mighty Caesar! ®s 
dost thou®^ lie so low? My™ friend, ''i Mr. Ogden,''^ will be here to-night. Peace, '''^ 
ho! hear Antony,''* most noble Antony.''^ The Pilgrim Fathers,'' ®where are they?''^ 
You ''* Frenchmen ''' are livelier than we ^'^ Englishmen. ^i I ^^ am the true vine,*^ and 
my** Father *5 is the husbandman.*® Take what*^ you want. It** is important 
wh-at*' he is. That book'" is hers,'^ not yours.'^ That is a picture'* of my'* 
father's.'^ Ah me! '® that I the Judge's''' bride'* might be. She soured to what" 
she is. Their 100 stay,ioi on him "2 theyi®* depend. Sister i'* Maryio^ is dead. I 
found the urchin i'® Cupid ^ot sleeping. 

Now the bright morning star,i®* day's ^oa harbinger,iio 
Comes dancing from the East.^*'- 

Me 11^ miserable ! which way ^i* shall I fly. 
Infinite wrath i^* and infinite despair.^i^ — Milton.^^^ 

"Gibbon's Rome."i" "Bakery"* and Restaurant.""' The wiU! *20 tj^e willli^i 
we wiU hear Caesar's ^^^ will-i*^* I^*^* do not care a straw. ^^^ I am the sister i^s of 
one 12^ Claudio.i~* Paul,i"' the apostle,i*o -^^as a true Christian.!*^ Shakspearei*^ 
excels as a dramatic poet.^^* Their i** betters i*^ cannot be found. They ^^s tore him, 
limb 1*' from limb.^** The mountains i*' rose, hight i*o above hight."^ I pitied the 
proud son i*^ returning a beggar.^** Liberty v/as theirs '** as men.i*^ He i*® 
destroyed, the rest will yield. He^*'' was paid money.^** Let him^*' be Csesar.^so 
The potatoes ^^^ measured a bushel. ^''^ Let the angels ^^s be our guides, i^* Pit'ticus ^^^ 
was offered a large sum^^® by the king.^'''' The program i^* read, Music,^^' Toasts,i®o 
Supper.i®! A noun is a name ; i®2 as, eagle,^®* man.^®* We purchased these articles; 
to-wit, carpet,i®5 lamp,i®® and book-desk.^®'' Do what^®* is right. Theyi®' found 
the party 1'® to be Henry.i^i jjg ^y^s made fun^^ of. I consider Dr. Johnson i''* as 
an excellent moralist.^'* Whoever i''^ did it^'® ought to be punished. It*'''' struck 
ten before it began to rain. Whatever *''* he i" does, you i*® mind what 1*^ I tell 



504 THE SYSTEM METHOD. 

you.^^^ My ^^^ name i^* is Hassan.i^s Tq reign is worth ambition.i^s 1 187 discoyered 
him 1^8 to be a scholar. iS9 The learned pagans"" ridiculed the Jews^i for being a 
credulous people.i^^ His "^ being a lawyer i^* was no reason "^ for supposing him i^^ 
to be a rascal."^ Sir Philip Sidney ^^^ lived and died the darling"" of the court.^oo 
1201 asked what 202 she^o^ knew about the matter.^o* It cost him^os a dollar.^os 
"VVeSOT yfCYQ defeated several times.^os Two times 209 two^" are four.'^n He con- 
templates a return 212 home.^ia The instinct 21* to protect one's 2i5 self2i6 comes by 
nature.2" Evil2i8 hides behind one's 2i9 back.220 This one is a great deal 221 better. 
The lake is five miles 222 long. They left the job 223 a botch.224 This law 225 preserves 
the earth 22s a sphere. 227 God 228 called the firmament 229 heaven.23'' It is not worth 
while.231 Who is a strong Lord 232 jjije thee? 233 His salvation 23* is nigh them 235 
that 236 fear Him.237 He staid in Rome 238 five months.239 He came an hour 2*0 
sooner. "We 2" shall start one hour 2*2 hence. Yours 2*3 is the oriole,2*i mine 2^5 {g 
the canary.216 Avoid such as 2" are vicious. He collected as much as2iSisdue. 
The positions were such as 2i9 appear incontrovertible. The conditions 250 are as 25i 
foUow. The conditions of the agreement were as 2^2 follows. Be courteous to your 253 
betters.25* They love each other.255 One256 should defer to his 257 superiors.258 The 
possessives 259 are formed by adding the apostrophe to the nominatives.2eo What 261 
is two thirds 262 of a unit? 263 She264 was promised the jewels.2C5 A better proof 266 
of his 267 being a rogue 268 is not desired. 



DEMONSTRATION XXVI. 



Orammatical, or Dependent, Coni^tructiong. — Mark the 
difference between construction and case : construction pertains to tlie way 
a word-part is built, or woven, into the sentence; case is the postural form 
which the word acquires by being so built in as a part of the sentence 
whole. (See Demonstration XXV., g) Of the constructions, there are two 
varieties: (1.) Those which are purely grammatical, the essential and the 
accessory constructions; (2.) Those which are rhetorical, that is, independent 
of the real sentence whole and all of its parts. The cases of nouns and 
pronouns in the dependent (essential and accessory) construction are 
three, — the nominatim, the possessive, and the objective. 

a. Nominative. — That form or posture which a name acquires in be- 
coming either the subject or the predicate of a finite verb. Of nominatives, 
there are three branch classes, as follow here: — 

\. Essential, or Subject, Nominative: I exist; Who struck me? wherein the 
finite verbs exist and struck govern the case of the subjects / and who, 
requiring them to be nominative, in so far as such forms as " My exist" 
or "Me exist" are not allowable. (See Demonstration XXV., e, f, g.) 
2. Predicate Nominative: It is they. I must be myself. He became a laioyer. 
He desires to be a lawyer. James is said to be a good boy. His being 



BRANGHINQ THE CLASSES. 505 

a student was no reason for liis being a savage. Ye shall be as gods. 
He came as a business man. I did not bear of bis becoming a convert 
to tbat faith. It was to be his Jiorse. To be a good scholar requires 
much labor. (See Demonstration VI., a, b.) 
3. A2>positlve Nominative. — These are subdivided as follows: — 

a. Explanatory ajjpositive: Johnson, the lexicographer, was a very ec- 
centric man. We, the people, are lovers of republicanism. Milton, the 
poet, was blind. I, ih.j father-in-laio Jethro, am come unto thee. 

b. Restrictive appositive: The poet Milton was blind. The emperor 
Ardonius wrote a good book. The word 2)hilosop7ier signifies " lover of 
wisdom." Thou river, roll. The river Euphrates is in Asia. I, thy 
father-in-law Jethro, am come unto thee. 

e. Repetitive appositive: The Lord himself shall descend. He himself 
was the writer of the editorial. We can manage the business ourselves. 

d. Distributive appositive: He is crippled, hand and/oo^. He is ruined, 
mind and heart. The allies — two thirds of them — invaded the country. 
Peace, prosperity, happiness, — all things were sacrificed. 

e. Resumptive appositive: It was Virgil, he who wrote the ^neid. A 
great and true man, the king sat upon the throne of his ancestors. 
Harry's flesh, it fell away. The stars, tJiey shall shine forever. The 
orphan of St. Louis, lie became the adopted child of the republic. The 
wind, it waved the willow boughs. You are too humane and consid- 
erate, things which few people can be charged with. By telling stories, 
a practice of which he was fond, he became popular with the children. 
Cortez, he who conquered Montezuma, was a Spaniard. Enow ye that 
the Lord, he is God. Mary gave the old man a cup of water, a kindness 
which he seemed to appreciate. The Pilgrim Fathers, where are tJiey'i 
b. Objective. — That form and posture which a name acquires in be- 
coming the objective predicate of an infinite copula, or the object of a prep- 
osition, adjective, or adverb, or of any verb not a copula. Of objectives, 
there are seven branch classes, as follow below: — - 

1. Predicate Objective: They desired him to become a lawyer. Let him be 

Cmsar. Let him reign king. We thought it to be them. They hated 
him as being an enemy. I saw the child growing up the pride of the 
family. I pitied the proud son returning a beggar. 

2. Factitive Objective. — One that names what is the outcome of the verb's ac- 

tion on a direct object (see 4 below); as, They made the log a boat. 
They chose her queen. He left the job a botch. That law preserves 
the earth a sphere. God called the firmament heaven. They did not 
esteem themselves men. 

3. Appositive Objective: Elizabeth ordered Mary, Queen of Scots, to be be- 

headed. What a word escaped thee, thy lips. They beat him merci- 
lessly, head and body. I purchased the following articles; namely, tea, 
sugar, coffee, and raisins. Massachusetts censured her ablest statesman, 
Charles Sumner. 



506 TSE SYSTEM METHOD. 

4. Direct Objective.— The direct object of a transitive verb; as, I paid him 

his wages. He made me a coat. Vice emits a breath every moment. 
They did not esteem tJiemselves men. He vv^as paid money. 

5. Indirect Objective. — One joined to a verb in the relation signified by to or 

for; as, I paid liim the money. He made me a suit of clothes. James 
gave me the book. I sent mj friend the book. We forgive our friends 
their faults. 

6. Adverbial Objective.— This objective sustains the relation of an adverb 

to the verb, adjective, or adverb which governs it. The following are 
examples of the objective governed by verb, adjective, and adverb re- 
spectively: — 

a. Object of a verb : Yice emits ahvehtheYerj moment. We stayed one 
hour. It fell a great distance. The horse iceighs a thousand pounds. 
The coal measures twenty busJiels. The building /to?? te two st7'eets. I 
do not care a straio. 

b. Object of an adjective : The lake is ten miles long. He is not a w7dt 
wiser. The tower is ninety feet high. The hat is ioortha. dollar. It was 
a little more than two oniles. I wish they were a whole Atlantic [ocean'] 
broad. — Tennyson. My father, than whom no man is wiser, ajjproves 
that course. He is wiser than me. (See Dem. XXX., m.) 

c. Object of an adverb : He came an hour sooner. An hour hence we will 
start. They watched all night long. This one is built a great deal bet- 
ter. It was a long time ago. One hundred years ago, railroads were 
unknown. (These last two sentences will be more clearly understood 
after pondering the office of ago in the sentence, "He died long ago.") 
I should be guilty of ingratitude, than whicli nothing is more shameful. 
Beelzebub, than whom none higher sat, with grave aspect rose. It 
weighs a little more than three pounds. Than and as, than whic7i noth- 
ing has wzwe perplexed the grammarians, are subordinate conjunctions. 
(Bee Dem. XXX., m.) Whom does he honor more than 7ne ? 

d. i\7b<e.— The objective is never governed by a nonn. In such sentences as, "Once six 
Is six," "It is fully twice the amount," once and twice are adverbs accessory to taken, which 
is to be supplied thus: Sis taken once is six; It is the amount taken fully twice. 

In "Two times two are four," times is an adverbial objective also governed by takeii, to 
be supplied thus: Two taken two times are four. In the sentence, "He talks of a return 
home,'''' supply the word to to govern home. 

7. Prepositional Objective. — One used as the object of a preposition; as, It 

fell through the air to the ground. They stayed till night under shelter. 

A Hie of virtue is a I'de of happiness. This is the man t7iatl spoke (?/. 

John is the name that he answers to. 

C. Possessive. — The form and posture which a name assumes to denote 
ownership, origin, or kind. Of possessives, there are two branches, — the 
adnominal and the aj^jiositive. 
1. Adnominal Possessive.— One prepositive to a substantive; as, Socratcs's 

teachings were in advance of Ids age. There is no harm in women's 



BRANCHING THE GLASSES. 507 

studying politics. Henry's being a student was no reason for Jds being 
a savage. Daniel was in the lion's den. The sun's heat will be poured 
out as liquid fire, Shelleyl^sl, the poet's writings are appreciated by 
few. My own, your cousin's prayer is that you do it not. 

2. Appositive Possessive: Shelley ['s], the ^oefs writings are appreciated by 

few. My own, your cousin's prayer is that you do it not. Alfred ['s], 
the great Saxon's court was at all times open to learned men. Liberty 
was theirs as ??2ert['s]. Stop at Putnam's, the publis7ier['s]. Stop at 
Putnam["s] t\\e publislier's. The rifle is my friend's, the hunter's. 
Rhetorical, or Independent , Constructions.— Of the two 

cases of nouns and pronouns in the independent, or rhetorical, construction, 

by far the most common is the — 

a. Nominative. — Nominatives are absolved from grammatical connec- 

nection with sentences, with which they remain rhetorically connected, in 

five ways, as follows: — 

1. By Direct Address : Plato, thou reasonest well. Nay, but, O man, who 
art thou that repliest against God? James, did you see him? O virtue, 
when will all men follow thy guidance? Whence are thy beams, O 
sun ! Sir, I beg you to give me a bit of bread. O mighty Casar! 
dost thou lie so low? Well, JoJm, I hope you did not laugh. 

3. By Exclamation ; The /oe.^ they come, they come! Nonsense! it can't 

be done. A horse! a horse! my kingdom for a horse! Peace, ho! hear 
Antony, most noble Antony. The will, the will! we will hear Caesar's 
will. Most noble Gcesar ! we '11 revenge his death. Liberty ! freedom! 
tyranny is dead! 
3. By Pleonasm : He that is holy, let him be holy still. The pulses of 
thought, that go to the borders of the universe, let them proceed from 
the bosom of the household. -^^mersoK. Gad, a troojj shall overcome 
him. 

Remark.— Ji should be observed that between the resumptive appositive, and a nomina- 
tive in the independent construction by pleonasm, there is an important distinction. In 
"Cortez, he , . . was a Spaniard," the appositive he, which represents Cortez, conies im- 
mediately after Cortez, and between Cortez, the subject, and the verb; while that word which 
represents a noun or pronoun in the nominative case by pleonasm, does not follow ?2ea;< to the 
noun or pronoun, but always after the verb, which comes between. Thus in " Oad, a troop 
shall overcome Mm,'" him, the representative of Gad, comes after the verbals shall come, even 
at the end of the sentence. 

Many authors evince a gross understanding of what pleonasm is. Thus, A. Holbrook, 
who professes always to pursue the ship of science even to the profound pacific, directly con- 
tradicts himself: — 

" ' The stars, they shall shine forever ; ' stars is in the nominative case l>y pleonasm. 
'Cortez, he . . . was a Spaniard;' he is in the nominative case by apposition with 
Cortez.''— Holbrook' s Complete English Grammar, pp. 35, 168. But if he is in apposi- 
tion with Cortez, then Cortez must be the surbject of ivas, and so Mr. Holbrook avers. But a 
child will see that stars sustains the same relation to shall shine that Corlez sustains to was; 
hence, stars is nominative not by pleonasm, but because it is the subject of shall shine, just 
as he declares Cortez is the subject of was. And thus appears the contradiction. 



508 ^^■E' SYSTEM- METHOD. 

4. By Accompanying Circumstance : The 7iack having gone, we were obliged 

to walk to the railroad. The sun being risen, we pursued our journey. 
Honor being lost, all is lost. The ship came into harbor, colors flying 
and guns firing. Flowers of all heavens grow side by side. The mount- 
ains rose, higJit above hight. Century after century, the earth has 
wheeled in its orbit. They walk hand in hand. They tore him limb 
from limb. He destroyed, the rest will yield. — Butler. They being 
absent, the cause was not decided. — Id. He rushed down the hill, heels 
over head. 

Heart to heart, we '11 sail together. 

Hand in hand for aye and ever. 

Her wh^el at rest, the matron thrills no more 
With treasured tales and legendary lore, 

5. By Inscription. — The chief word in inscriptions on monuments, coins, etc., 

the chief word in titles of books, magazines, newspapers, etc., the chief 
word in signs of business houses, labels for goods, or packages, also 
the signatures of letters, superscriptions on envelopes, headings of 
pages and subjects, are in the nominative case, and are independent by 
inscription. Examples are, ' ' Webster's Unabridged Dictionary; " ' ' Gib- 
bon's Borne;" "Bakery and Restaurant" (sign on a business house); 
"United States of America" (inscription on a coin); "The Noun" (the 
heading of a discussion of that subject). 

Besides the nominative, the only case used in the independent construc- 
tion is the objective of the pronoun /. For examples, see under the article 
next below. 

6. Me Independent. — The objective me is often in the independent construc- 

tion, by exclamation; as. Ah me! that I the judge's bride might be. — 
Wliittier. O me, why have they not buried me deep enough? — Tennyson. 
Dear me, what shall we do? 

Me miserable ! which way shall I fly. 
Infinite wrath and infinite despair. — Milton, 

Prog. XXVI.— Branching by the Gframmar-System Tree, 

FABTICVLAMS: 

Which 1 is yours? ^ (See Dem. XXV., g.) It ^ was to be his horse.* He ^ staid 
anhom-.^ I ^ paid him Hhe money. ^ He i" was paid money," To be a good scholar ^2 
requires much labor.i^ "VVe,i* the people,i^ are lovers i** of repubUcanism.i'' -pi^e 
horse 1* weighs a thousand pounds.^^ Than^^ and as^"^ than which ^'-^ nothing has 
more perplexed the grammarians,'^^ are suboriiinate conjunctions.^* Solomon,"'' than 
whom ^^ there never was a wiser man,*^^ declares wisdom ^^ more precious than rubies.^^ 
Harry's flesh,30 jt 3i fgU away. The stars,^^ they^s shall shine forever. He^* is crip- 
pled, hand ^5 and foot.36 He 37 is ruined, mind 38 and heart. s^ The Lord *" himseK " 



BRANCHING THE GLASSES. 509 

shall descend. James *^ is said to be a good boy.*^ His ** being a student*^ was no 
reason*^ for his being a savage.*^ Ye*^ shall be as gods.*' (See Dem. XX., d, note 
1.) He ''° came as a business man.^i The poet ^^ Milton ^^ ^yas bhnd. Milton, 5* the 
poet, ^5 was blind. The allies ^^ — two thirds '^^ of them ^^ — invaded the country.^^ 
Thou ^" river, 61 roll. The Pilgrim Fathers,^- where are they? ''^ Know ye ^^ that the 
Lord,''5 he ^^ is God.^''' The word ^^ philosopher ^^ signifies " wisdom-lover." ^^ Plato, '^^ 
thou '^2 reasonest well. Nonsense ! '^^ it ^* can't be done. Most noble C^sar ! ''^ we ^"^ '11 
revenge his '^'' death. '''^ He ''^ that ^^ is holy, let him *i be holy stiU. Cortez,*^ he ^^ was 
a Spaniard. 8* The river ^^ Euphrates ^^ is in Asia.^'' I^^ must be myself. ^^ He^" 
desires to be a lawyer.^^ As your attorney, ''^ I should know it.'^ (ggg Dem. XX., d, 
note 1.) Did you hear of his^* becoming a convert?'^ I,^^ thy father-in-law ^'^ 
Jethro,'* am come unto thee.'^ Hei"" himself ^^^ was the wi-iter.io^ peace,!''^ pros- 
perity,i°* hapiDinesSji^s — all things ^"^ were sacrificed. Let himi"^ be Csesar.ios Beel- 
zebub,!"' than whom i^" none higher sat, with grave aspect ^ rose. I^^^ should be 
guilty of ingratitude,!!^ than which!!* nothing i!^ is more shameful. Thou!!^ hast 
been wiser all the while!!'' than me.!!^ The hack!!' having gone, we!^" were obliged 
to walk. Ah me ! !2i that I !22 the judge's i^s bride !2* might be.— WfiittierJ^^ O me,!26 
why have they!^^ not buried me!^^ deep enough? — Termyson.^^^ 



Heart i-'" to heart !^! we !^^ '11 sail together, 
Hand !^^ in hand !2* for aye and ever. 



It !3^ fell a great distance, i^^ He ^^'^ came an hour !38 sooner. An hour !3' hence, we !*•> 
will start. The coal !*! measures twenty bushels.!*^ I !*3 do not care a straw.!** It !*5 
was a little !*6 more than two miles.**^ He!*^ is wiser than me.!*' I ^^'^ wish they!^! 
were a whole Atlantic [ocean] ^^'^ broad. — Tennywn.^-'^ Let him!^* reign king.!^^ We ^^^ 
took it !■" to be them.!^* They i^' hated him!"' g^g being an enemy.!''! The tower i^^ 
is ninety feet !83 high. He !'^* is not a whit '^'^^ wiser. The hat ^'^^ is worth a dollar.is''' 
He !6S is worthy praise.!"' It !^' was a long time !''! ago. They i^^ watched all night ^''^ 
long. It !''* was Virgil,!''^ j^e i76 ^iho !'''' wrote the iEneid.!^* You !''' are too humane 
and considerate, things!^' which !^! few people i^^ can be charged with. Cortez,!^'^ 
he!** -who!*^ conquered Montezuma,!^^ -^^g^g ^ Spaniard. !*7 Mary!** gave the old 
man!*' ^ cup !'" of water,!'! a kindness !'2 which !'* he !'* seemed to appreciate. 1 1'^ 
saw the child !'^ growing up the pride !'^ of the family.!'* j i99 pitied the proud son ''^" 
returning a beggar.^'! There I ^'^ brought her ^'^ as pitying her 2'* hard usage. ^'^ j^ 206 
is a little 2'^ more than two feet'^'* long. Well, John,^" I'^!' hope you^!! did not 
laugh. Gad, ^!^ a troop 2!^ shall overcome him. ''^i* O mighty Caesar !^!^ dost thou^!^ 
lie so low? The sun"!''' being risen, we ^i* pursued our journey.''^!' Honor ^^' being 
lost, all is lost. The mountains^-! rose, hight^^^ above hight.^"* The ship^^i came 
into harbor,225 colors ^-^ flying and guns ^"^ filing. 

Her 22* wheel ^^' at rest,^"^' the matron ^^! thriUs no more 
With treasm-ed tales ^*^ and legendary lore.'^^* 

They ^** chose her 2*^ queen. 2*^ He '^^'' made me 2** a coat.^^' They ^*' did not esteem 
themselves 211 men.'^*^ 1^*3 sent my fi-iend^** the book.2*5 We 2*6 forgive our 2*7 
friends 2** their 2*' faults. ^^9 That law^^* preserves the earth ^^^ a sphere.^^s ^ noun ^^i 
is a name;^'^ as, man,^^^ eagle."^'' They "5* beat him^^' mercilessly, head^"' and 



510 THE SYSTEM METHOD. 

body.261 1262 purchased the following articles; 263 namely, tea,364 sugar, 265 cofifee,266 
and raisins.^fiT Tijig one is built a great deal^es better. A hundred years 369 ago, 
raih-oads ^^o were unknown. Two times ^^i two ^''^ are four.^'i'a jjg "^* talks of a return ""'^ 
home.2''6 Once six 2" is six.^^s (See d, note, p. 506.) It 2-9 is fully twice the amount.sso 
Shellcy['s],28i the poet's 282 writings 2S3 are appreciated by few. Liberty 28* was theirs 285 
as men ['sj. 286 There is no harm in women's 287 studying politics.288 Henry's 289 being 
a student 290 was no reason 29i for his 292 being a savage.293 They 29* walk hand 295 in 
hand.296 He 297 destroyed, the rest 298 will yield. — Butler. -^"^ He^oo rushed down the 
hiU,30i iieels ^^ over head.^os 

Me 301 miserable! which way 305 shall I^oo fly, 
Infinite wrath ^o^ and infinite despair.308 — Milton.^^^ 

Dear uie l^io what 3" shall we ^12 do? Century ^^^ after century, 81* the earth ^is has 
wheeled in its ^le orbit.s" Liberty ! 8I8 freedom ! 3i9 tyranny 820 is dead ! The pulses 821 
of thought 822 that 823 go to the borders 82* of the universe,825 let them 82* proceed from 
the bosom 827 of the household.828 — Emerson.^'^^ Sir,880 j 331 T^^g you 882 to give me 883 a 
bit 884 of bread. 835 Alfred 880 ['s], the gi-eat Saxon's 837 court 838 was at all times 839 
open to learned men. 3*0 "\;v^hat8ii ^o you 3*2 mean, you 8*3 blockhead? 3i4 stop at 
Putnani's,3*5 the publisher 3*6 ['s]. The rifle 3*7 Is my 3*8 friend's,3*9 the hunter's.850 
This did not prevent John's being inaugurated Duke 35i of Normandy.352 The cap- 
tain 353 of the i^-wZtoji's 35* wife 355 (lied yesterday. 356 (See Dem. V., Obs. c.) It 857 
weighs little 358 more than three pouiids.359 My860 father, 36i than whom 362 no man 863 
is wiser, approves that course.364 Henry 865 jg taller than James.866 True happincss,867 
than which 868 nothing 869 is more coveted, is rarely enjoyed. They 370 are stronger 
than we.87i (This sentence is not whole, and are must be supplied; for, since an ad- 
jective governs not a nominative, but an objective, the nominative we cannot be the 
object of the adjective stronger.^ and is therefore the subject nominative of are under- 
stood, without which the sentence is not whole.) She 872 is worth more than them 873 
aU. The debt 87* is greater than what 375 I cim pay. Less judgment 376 than wit 877 is 
more sail 878 than baUast.379 — Pemi's^^^ 3£aximfs.^^^ Entreat him 882 as a father, 883 and 
the younger men 884 as brethren.885 More men 380 than women 387 were there. ( Women 
is the object of the adjective more : Men more than women were there.) 




BRANCHING THE CLASSES. 511 

DEMONSTRATION XXVIL 



FACT MATTER: 

a. Copula. — Any form of the verb Be (see Demonstration V., g, h) or 
any other connecting the same cases; as, She is queen; She reigns queen; 
He was elected president; They desire him to become a lawyer; To be a 
scholar requires toil and time; Henry's being a student was no reason for his 
being a savage; Among the stones I stood a stone. 

b. Principle I. — A name essential is in tlie nominative case. 

c. Principle II. — A name accessory to an infinite copula not preceded by an 
objective, is in the nominative case. 

d. Principle III. — A name appositive to another is in the same case. 

e. Principle IV. — A name separated by a copula from another name meaning 
the same thing, is in the same case. 

f. Principle V. — A name accessory to a preposition, adjective, or adverb, or 
to any verb not a copula, is in the objective case. 

g. Principle VI. — A name having an (') or a changed structure indicating 
possession, is in the possessive case. 

h. Principle VII. — Me excepted, a name independent is in the nominative 
case. 

i. The Independent, or Absolute, Case. — In the sentence, "I beg 
your pardon, madam," the word madam is independent in relation, or use; 
since, even when it is dropped, there remains a complete sentence whole, 
"I beg your pardon." Therefore, is not madam in the independent, or 
absolute, case? (for it is declared by Harvey, Clark, Greene, and others 
that "case is relation;" by Reed and Kellogg, that "case is [sometimes] 
use or office") — No; examine the sentence, "Ah me! that I the judge's 
bride might be." Me is here in the independent, or absolute, relation or 
use. If consistent with themselves, these authors must, therefore, declare 
me to be in this so-called independent, or absolute, case. If being in the 
independent relation puts a noun or pronoun in the independent case, then 
me, which is in the independent relation, must be in the independent case. 
But these authors are forced by numerous facts hostile to their doctrine of 
case, to declare me to be objective, not independent, or absolute. " Nom- 
inative /, possessive my, objective me," say they all. And thus do they 
contradict their own plain teaching, since they teach, — 

1. That because madam is in the independent, or absolute, relation, it is 
in the independent, or absolute, case; 

2. That because me is in the independent, or absolute, relation, it is not in 
the independent case, but that it is objective! 

It is the form, not the relation, or use, of me that constitutes it an 
objective case; and these authors acknowledge this plain fact by putting me 



512 



THE SYSTEM METHOD. 



in their tables of the pronoun forms, where they have, "Nominative I, 
possessive my, objective me;" and it is a direct contradiction to teach, — 

1. That a noun or pronoun is objective because it is in the objective 
relation, or use; 

3. That we is objective not because it is in the objective relation, or use, 
but because it is the objective form, (See " The Current Doctrine of Case," 
p. 388; also j below.) 

Note.— Ml grammarians agree that "case is v^property of uouns and pronouns." But a 
"property of a thing is that which is inherent in [as its form and posture] and naturally- 
essential to it." — Webster. "A peculiar quality; that which denotes something essentially 
conjoined to the essence of a thing." — Worcester. But the relation, or use, of a thing is 
neither "inherent in " it nor "joined to its essence." Therefore, since case is &property of 
nouns and pronouns, it must be something very different from their " relation, or use," as to 
other words. 

i. The Current Doctrine of Case. — See page 388. See also Dem- 
onstrations V. and XXV., g. 

j. Cases Dropped from English Nouns and Pronouns. — The pro- 
noun ^oho is here declined to show how many cases — the dative and the 
ablative — have been dropped from the English language since the four- 
teenth century. — 





Anglo-Saxon. 


Latin. 


Greek. 


English. 




Si7ig. 


Flu. (n.) 


Sing. 


Flu. 


Sing. 


Flu. 


Sing. 


Flu. 


Norn.: 


hwa, 


hwaet, 


qui, 


qui, 


Of, 


ol, 


who. 


who. 


Pass.: 


hwaes, 


hwaes, 


cujus, 


quorum, 


ov, 


div, 


whose. 


whose. 


J)at.: 


hwam, 


hwam, 


cui, 


quibus, 


w, 


olg. 






Obj.: 


hwone, 


hwaet, 


quem. 


quos. 


Of, 


ovc, 


whom. 


whom. 


Abl.: 




hwi, 


quo, 


quibus. 











From this table it will be seen that while the English has but three 
forms, the Anglo-Saxon had, for its relative, Jive. Nouns in English have 
but two forms, but they have three postures in the sentence whole. (See 
Demonstration XXV., g.) And because English nouns assume precisely the 
same postures as parts of the sentence whole as do English pronouns, they 
are necessarily branched into the same case divisions; for the case of a word 
is its form as arising out of its posture in the sentence whole. And observe 
that two nouns are not necessarily the same identical case-thing, or form- 
thing, simply because they are alike in form; for these two like forms 
may be, may arise out of, different postures in the sentence whole. It 
is in the same way that the two eyes are not the same identical form- 
thing simply because they are alike in form; they are ttco forms — two differ- 
ent things. This we know because they are differently postured in the man 
whole, the one being right, the other left. Observe that two different foot- 
prints or twins are not one and the same print or person simply because 
they may be precisely alike. Therefore, of the word madam referred to 
under h of this Demonstration, it is to be observed that, since there are in 
English but three cases, and since madam is neither possessive nor objective. 



BRANCHING THE CLASSES. 513 

and since it is the naming, or nominating, form of the word, we decide it to 
be a nominative noun. These remarks will apply to all nouns in this so- 
called independent, or absolute, case. 

Prog. XXYII.— Branching by the Grammar-System Tree. 

PARTICULAJRS : 

To be an Englishman i is no easy matter.^ I^ am this aay* weak, though 
anointed Idng.^ Amos,^ the herdsman ^ of Tekoa,* was not a prophet's'' son.^" Ar- 
nold's ^^ success 1^ as teacher ^^ was remarkable. Being a scholar i* is not being an 
idler.i^ His ^^ original purpose ^'^ was lost sight i* of. He promised us ^^ each a pres- 
ent.^** To be a wise man ^^ is to be misunderstood. He was made fun "^ of. I care 
not for what ^3 others^* say. Labor "^ makes one^® merry. Te^''' shall be as gocls.^^ 
He spoke as one^' having authority. Every son 3" was regarded as a slave. ^^ When 
the quantity ^^ is taken twice as a factor,'^^ the product 3* is called the second power.^^ 
The warrior fell back upon the bed ^^ a lifeless corpse.^^ I had a suspicion ^* of the 
fellow's 3^ being a swindler.^o I *i wish they*^ were a whole Atlantic [ocean] *^ broad. 
He came as a teacher.** As mayor *5 of the city, I feel much aggrieved. Liberty *^ 
was theirs *^ as men.** She was named Penelope.*^ They did not esteem them- 
selves ^^ men.51 We forgive our ^3 friends ^^ their 5* debts.^* This law ^^ preserves the 
earth ^^ a sphere.^* It •''^ was to be his ^^ horse. •'^ James ^^ is said to be a good 
boy.^^ I did not hear of his ^* becoming a convert ^^ of that faith.*'' I pitied the 
proud son ®^ returning a beggar.** I saw the child ^^ growing up the pride ''" of the 
family.'''^ We,'''^ the people ''^ of the United States,'''* are lovers ''^ of republicanism.'''* 
Our whole company,''^ man'^* by man,'^^ ventured in. They tore him,*" limb*^ from 
limb.*^ He is crippled, hand *3 and foot.** He is ruined, mind *5 and heart.** What a 
word escaped thee,*''' thy ** lips.*^ The mountain rose, hight ^^ above hight.^^ Peace,^^ 
prosperity,^^ happiness, — all these things^* were sacrificed. The Lord^^ himself,^* 
heaven's "^ own high king,^* shall descend. Harry's ^' flesh, i*" it ^"^ fell away. Gad,^^^ 
a troop ^"^ shall overcome him. The orphan i"* of St. Louis,!''^ he became the adopted 
chil 1** of the Republic."'' They scaled Mt. Blanc,"*— a daring feat. "^ Knowye"" 
that the Lord,"^ he 1^^ is God.^^^ An hour"* hence we will start. He died a long 
time ^15 ago. Two times ^i* six"''' are twelve."* The son has double the wealth"' of 
his father.!"* Plato, ^^^ thou ^^^ reasonest weU. O mighty Caesar ! ^^^ dost thou i^* Me so 
low? WTiat! wiU these hands ^-^ jjeygj. ^,g clean? What i-* do you i"''' mean, you i-* 
blockhead ? 129 Peacej^^" ho! hear Antony,!^^ most noble Antony.i^s Tiie Pilgrim 
Fathers,!"^^ where are they? i** The pulses i*^ of thought that^^* go to the borders of 
the universe, let them^^^ proceed from the bosom of the household. He^^* that^'^ 
hath, to himi*" shall be given. He i*i destroyed, the rest wiU yield. — Nohle Butler .^^"^ 
They !** being absent, the cause cannot be decided. He rushed down the hill, heels i** 
over head.i*^ The ship i** came into harbor, colors !*'' flying and guns i** firing. The 
sun "9 being risen, we pursued our ^^^ journey.i^^ Ah me ! ^^s, that I the judge's 
bride ^^^ might be. — WMttier}^^ O me ! 1^5 what i^s profits it 1^7 to put an idle case? i^* 



-Tennyson.^^'^ 



Me 1*" miserable ! which way i*i shall I fly. 
Infinite wi'ath^''- and infinite despair.i*^ — Milton. 
33 



514 THE SYSTEM METHOD. 

Man is such as i"* his affection ^^^ and thought ^^^ are. There is as gi-eat a variety '^^'^ 
asi''^ can be found in any other country.i''9 Tell what^™ man is. Simonides,!''^ be- 
ing asked by Dionysius what ^^^ God was, desired a day's '^''^ time to consider of it i''* 
before he made his reply. Mr. Locke i''^ retiring to a window and writing, my^'''*' 
Lord !''■'' Anglesey I'^s desired to know what^™ he was writing. The wicked shall per- 
ish, as 1^0 the world 1^1 knows. She soured to whati^^^ she is. My fathcr,i83 than 
whom IS* no man is wiser, approves that course. That that that i^'' that i^^ that lady 
parsed is wrong, is plain. As many as ^^^ choose may remain. What man i^* enters, 
dies. The modern Avorld is theirs.i^^ Love is a silly infatuation, depend upon \\.y^^ 
Whom 1^1 the shoe fits, let him put it on. 

"In that and all things will we show our^^^ duty." — SJiakspmreP'^ 
"We doubt it"* nothing; i^^ heartily fareweU." — Id. 

That is a picture "" of my father's."'? She is a wife "» of my brother's."^ O, I see that 
nose of yours.-"** Some one""! has called the eye"''^ the window ^"^ of the soul. His- 
tory is the action and reaction of these two — nature ^"^ and thought."'^**^ ^ tropical 
memory makes ""^ man an ahnanac.^o^ The Duke""^ of Norfolk's^o^ pai-k^io jg fifteen 
miles ~" in circuit."!^ The lamp of a man's fife -^^ has three wicks,^!* — braiu,^!^ blood,^!^ 
and breath.-i^ ^ noble boy ! ^i* who ^" would not do the right? ^^o Faith, there has 
been much to do on both sides. It ^^^ is certainly as easy to be a scholar "^^ as a game- 
ster.''^'^^ Show yourselves true Romans.^^*— J^mZjms CmsarP'^ Bonaparte relied upon 
his own sense, and did not cai'e a bean^-'' for other people's. ^^'^ Hour"^^ for hour,^"' 
the risk on a steamboat is greater. Fare you ^'^^ well a thousand times ! "^^ a thousand 
times ^^' farewell ! Leave me here a little."^^ Sir,"^* March '^^'^ is wasted fifteen days.^^^ 

Our youths and wildness shall no whit 2^'' appear, 

But all be buried in his gi-avity. 

You spurned me such a day ; ^^^ another time,^^' 

You called me — dog.^**> 

Rome,^*i I have been thy soldier forty years: ^*^ 

Woe 213 to the hands that 2" shed this costly blood. 

Kneel thou^*'^ down Philip, 2*6 bvit arise more gi'cat; 

Arise Sir "*^ Richard ''*8 and Plantagenet. 

This announcement is made once 2*' for all. Once^^o one"''i is one. 2^3 They were 
refused the protection ^53 of the law. I was asked that question ^s* yesterday. ^^^ He 
will be taken care 2"" of. He collected as much as 2^7 jg due. Be of the same mind, 
one 25* toward another.259 All departments of life at the present day — ^trade,^^'' pol- 
itics,26i sciencej^GS or religion, 2''3 seem to feel and to labor to express the identity of their 
law. You are too humane and considerate, things ^^i few people can be charged with. 
— Pope.^^^ If thou 266 thouest him some thrice,26'' it will not be amiss. He 268 de- 
stroyed, the rest will yield. 

I shall not lag behind, nor err 

The way, thou260 leading.— Jllft7to?(..2™ 

On these and kindred thoughts intent, I lay 
In silence, musing by my comrade's side. 
He 2'i'i also silent. — Wordsworth, 



BRANCHINO THE CLASSES. 51 5 

The man"^^ that^^^ stands by himself, the universe stands by him also. The boy,''^'^* 
how sweet to him is his fancy ! They think that I am somewhat.^'^ 
Cease to glide a sunbeam by the blasted pine, 
To sit a star-"' upon the sparlding spire. 
This armor was Sir Ralph's at Ascalon: 
A good knight he ! ^'^'^ — Tennyson. 
But it^'^* turns out, that what^^^ he has to say is of that weight as to withdraw some 
attention from the vehicle. — Emerson. You write very carelessly, a habit ^^^ you must 
correct. 

Thy spirit. Independence, ^^^ let me share, 
Lqj.(J282 q{ ^jjg lion-heart and eagle-eye: 
Thy steps I'll follow with my bosom bare, 
Nor heed the storm that howls along the sky. 



DEMONSTRATION XXVIIL 



In view of the fact that, in the new science system of grammar, the 
old rules of agreement between verb and subject have been embodied in a 
single principle, stated in two below; and out of respect to the old teaching, 
we give below a special program which may be introduced advantageously 
next after passing over the syntactical of names, which we have just 
finished. 

No rule, except so far as it is the statement of a principle, or law, man- 
ifest to the understanding, can, from the nature of things, be worthy of the 
slightest respect. There is no law of perfect grammatical agreement be- 
tween verb and essential name, or subject, as is frequently shown below in 
the items of fact matter; for, while it is true in general that the subject de- 
termines, or molds, the structural of the verb, we cannot assert that they 
must be identical as to grammatical number. Language is thought-tracks, 
nothing different. Not of necessity as things are, but as they are thought 
to be, is the language; for language is the track of the thought, not of the 
thing itself. 

Now the verb is one thought-print, the subject another, of the same 
thing; and we cannot more truly assert that the verb must grammatically 
agree with the essential name, or subject, than we can assert that one bird- 
track must exactly agree with another. One track is not made by the 
other used as a pattern; the bird makes both. And precisely, the verb is 
not made by the subject used as a pattern, but the thought makes both verb 
and subject; and in either case, the tracks may differ somewhat. The es- 
sential truths here are these: — ' 



516 TEE SYSTEM METHOD. 

a. More than one subject-unit requires a plural verb. 

b. A single subject-unit requires a singular verb. 

It will be seen that these are items of mere fact matter, just as the fact 
that me is objective is an item of mere fact matter. We are, therefore, not 
to ask why more than one subject-unit requires a plural verb, just as we are 
not to ask why me is objective, or why man has only two eyes. It is the 
fact overt and ultimate, and is not to be stated as a rule or principle. (For 
person and number in the verb, see Demonstration XXIV., c.) 

FACT MATTER: 

a. Principle 8, a. — More than one subject-unit requires a plural verb; 
as, James [one] and Henry [another] are studious; Two [2] and three [3] are 
equal to five; Here the boys [two or more], and especially [was one] 
Charles, were very much interested in the tools; The good [more than one] 
are great; The committee [one and others] were unable to agree; The pub- 
lic [individuals, companies] are invited to attend. 

b. Principle 8, b. — A single subject-unit requires a singular verb; as, 
A hue and cry [one pursuit] was raised; Bread and milk [one food] is good 
food (better, "hue-and-cry," "bread-and-milk "); Each book and paper 
[each one] is kept in its place; Every man, woman, and child [every one'\ 
was last; No book or paper [no one\ is out of its place; Thine [thy one] is 
the kingdom and the power and the glory; John [one], and James [one is] 
also, is here; John [one], and James [one is] too, is here; John [one], but 
not [is] James, is here; John [one], as well as [is] James, is here; Pompey 
[one], as well as [was] Caesar, was a great general; Virtue [one], and not 
[do] riches, constitutes the hapjsiuess of a nation; John [one], or James [one 
was], was here; Neither thou [art] nor I am to blame; I [am] or thou art to 
blame; Something attempted, something \one thing] done, has earned a 
night's repose; The scholar and the poet [one man] was also the Christian 
and the patriot; The wheel and the axle [one machine] was out of repair; 
The wages of sin [one consequence] is death; The public [one whole com- 
munity] is invited to attend; The poetry and eloquence of the Augustan 
age [one subject] was assiduously studied. 

C. The following plurals represent sometimes more than one, some- 
times a single subject-unit; hence they are written sometimes with a 
plural, and sometimes with a singular verb: species, bellows, pains, means, 
amends, news, alms, riches, odds, wages, series, suds, measles, hysterics, 
rickets, mumps, tidings. 

d. These plurals, when referring to the particulars of which the science 
treats, or to the parts embraced in the scientific treatise, represent more 
than one subject-unit, and must, therefore, be written with a plural verb; 
but when denoting the science itself alone, but one subject-unit is denoted, 
which requires the singular verb : mathematics, magnetics, mechanics, mne 
monies, metaphysics, phonics, phonetics, physics, pneumatics, poetics, pol- 
itics, statistics, analytics, statics, ethics, dioptrics, catoptrics, optics, aero- 



BRANCHING THE CLASSES. 



Sir 



nautics, economics, hydrostatics, hydraulics, gnomonics, hermeneutics, 
hydro-dynamics, aesthetics, etc. 

Ethics, with atheism, are impossible. — Disraeli. 

e. The following plurals represent more than one subject-unit, and are, 
therefore, always written with a plural verb ; tongs, shears, scissors, pincers, 
tweezers, nippers, snuffers, trousers, pantaloons, cattle, thanks, billiards, 
oats, vitals, entrails, victuals, nuptials, orgies, ashes, sweepings, trappings, 
assets, calends, nones, ides, eaves, fire-works, withers, obsequies, annals. 

The following, though having synonyms in the singular, represent al- 
ways more than one subject-unit ; hence they require plural verbs : — .__ 



Spectacles = 

Greens = 

Colors = 

Matins = 

Annals = 

Bellows = 

Drawers = 

Arms =: 

Checkers = 

Species = 

Heaves = 

Hives = 

Hangings = 
Hypochondria = 

Vespers = 

Compasses = 

Dominoes = 

Lees == 

Remains = 

Manners == 

Letters = 

Morals = 

Goods = 

Drops = 

Reins = 

Gallowses = 

Goggles = 

Institutes = 



instrument, 

food, 

ensign, 

worship, 

history, 

air jDropeller, 

garment, 

war, 

game, 

kind, 

disease, 

disease, • 

drapery, 

disease, 

evening service, 

instrument, 

game, 

sediment, 

corpse, 

behavior, 

literature, 

decorum, 

furniture, 

medicine, 

back, 

support, 

instrument. 



sights. 

plants. 

paints. 

mornings. 

daily prayers. 

cries. 

boxes. 

limbs. 

pieces. 

coins. 

movements. 

bee boxes. 

suspensions. 

parts of abdomen. 

evening stars. 

indicators. 

hoods. 

sides. 

relics. 

modes. 

printed characters. 

lessons. 

benefits. 

globules. 

straps. 

hanging instruments. 

motions of the eye. 

institutions. 



= book, 

f. The singulars given below, with others like them, represent some- 
times a single, at other times more than one, subject-unit. The verbs 
written with them are, therefore, sometimes singular, at other times plural, 
to correspond to the number of subject-units : — 

Youth = stage of life, young persons. 

Sail = canvas, collection of ships. 



518 THE SYSTEM METHOB. 

Horse = animal, horse-soldiers. 

Foot = limb, foot-soldiers. 

StaflE = support, corps of officers. 

Fry = thing fried, swarm of fishes. 

Head = part of body, several individuals. 

Shot = act of shooting, several balls. 

Brace = support, two individuals. 

Yoke = neck-frame, two individuals. 

Span = bridge, two individuals. 

Flight = act of flying, flock of birds. 

People = tribe, human beings. 

g, Equitocal Nouns. — The following nouns are common, or equivo- 
cal, in number, and are to be identified as singular or plural by some other 
structure in the sentence with which they agree : sheep, deer, corps, swine, 
vermin, hose, fry, gross, grouse, neat, public, Esquimaux, Japanese, Cyclops. 

h. Contrary to analogy, such names as the following, when used as 
collective nouns, and limited by cardinal-numeral adjectives denoting more 
than one, are written in the singular form : head, score, dozen, gross, sail, 
yoke, ton, pair, couple, brace. But when in the singular form and pre- 
ceded by either a cardinal-numeral or the article, and not separated by of 
from the succeeding noun to which it is accessory, dozen, of the words 
above mentioned, as well as hundred, thousand, etc., are numeral adjec- 
tives, not nouns; as, " two dozen eggs ; " "a dozen men;" "Five hundred 
were slain ; " " Ten thousand men were taken prisoners." In " Ten thonsand 
men, women, and children," etc., thonsand is still a numeral adjective belong- 
ing to persons understood, with which men, women, and children are each in 
distributive apposition. 

Prog. XXVIII. — Branching by the Grrainmar- System Tree. 

PARTICULARS : 

This is 1 flour; the rest is ^ bran. Give^ me your hand. Were* he my son, he 
would ^ not shed ^ a tear. The ornament of a house is ' the friends who frequent * 
it. The public is ^ more disposed'" to censure 11 than to praise. ^^ How are^^ the 
mighty fallen ! 1* If any one call, ^^ tell'^ him I am" not at home. The public 
are '^ respectfully invited i^ to attend.^ Who dainties love 2' shall ^'-^ beggars prove.^^ 
Had ^* ye believed ^^ Moses, ye would "^^ have ^'' believed ^^ Me. He is ^^ a fool, as all 
the world knows. ^^ Having ^i now finished ^^ the work assigned ^^ me, I retire^ 
from the great theater of action. The multitude pursue ^^ pleasure as their chief 
good. Three times two are ^^ six. A hue and cry was ^^ raised. ^^ Two and three 
are ^* equal to five. Bread and milk is ^^ good food. To learn" is *^ a duty. To 
have ** succeeded ** in an undertaking cheers ^^ the heart. I am ^^ to go *^ into the 
country. Did ^^ I forget *^ to mention ^o that fact? Each book and paper is ^^ kept ^^ 
in its place. He was^^ obliged^* to return. ^^ Every man, woman, and child was^* 
lost.^'' Here the boys, and especially Charles, were^s very much interested ^^ jq the 
tools. She stoops ^^ to conquer. ^^ Schools are ^ established ^ to educate ^* the ris- 



BRANGHING THE CLASSES. 519 

ing ^ generation. The committee were ^ unable to agree. ^^ He saw ^^ his comrade 
fall. ®' Soon peace shall '" come " with all her smiling ^^ train. The public are '^ in- 
vited "* to attend. '^ John, and James too, is '* here. They met on the day ap- 
pointed. " Truth, crushed '^ to earth, shaU " rise ^ again. Cease *^ from anger, and 
forsake '^ wrath. Pompey, as well as Caesar, was *^ a great general. The Son of 
Man came ^^ eating ^ and drinking. ^ May ^^ your shadow never be ^ less. Neither 
thou nor I am^' to blame. ^ Something attempted, ^^ something done, *^ bas^^ 
earned 8* a night's repose. The scholar and the poet was** also the Christian and 
a patriot. The wheel and axle was *® out of repair. The wages of sin is*' death. 
The reading *^ of the report occupied *' an hour. The majority were'™ disposed ^"^ 
to adopt ^"^ the measure which they at first opposed, i"* The public is '"* cordially 
Invited i"* to attend. ^"^ The poetry and eloquence of the Augustan age was ^'^^ assid- 
uously studied. ^"^ Each of the errors is ^^ found ^^^ at the beginning, m Several 
years' interest is ^^^ due at present. Each man, each woman, each child, has ^^^ a 
duty to discharge. 1^* Either I or they are ^^^ to be ^^^ promoted. ^^^ The world 
are ^^^ spectators of your conduct. The world is ^^^ round. 

Man, proud man, 
Drest^^ in a httle brief authority, 
Plays ^^' such fantastic tricks before high Heaven 
As makes ^'■^ the angels weep. ^'^^ — Shakspeare. 



DEMONSTRATION XXIX. 



FACT MATTER : 

a. Constructions of the Adjective. — The adjective is always of the 
accessory construction; it is never essential. Of the accessory construction 
of adjectives, there are four varieties, — adnominal, appositive, j^redicate, 
factitive. 

b. Adnominal (^a£?, "to," and nominal, "name": to a name). — The 
office of an adjective prepositive, and not disjoined by a comma; as. The 
beautiful flower was frozen; He is the very man; This young man was a brave 
soldier. 

C. Appositive {=ad, "to," and position: close position). — The office 
of an adjective postpositive, or prepositive and disjoined by a comma or 
other mark; as. Goldsmith wrote nothing so forceful and sweet; Who else is 
it? Young, handsome, and clever, the page was the darling of the house; A milk- 
white hind, immortal and unchanged, fed on the lawns; Fond of splendor, he 
was indifferent to neatness. 

Note. — An infinite verb, when used hke a noun, is often limited by adjectives 
and adjectival possessives. Thus, in "I was opposed to JoM's wi-iting the letter," 
and "Virtue consists in being good,^^ the substantive participles writing and being are 
modified by the possessive Johri's and the appositive adjective good respectively. Ob- 



520 THE SYSTEM METHOD. 

serve that adjectives and possessives do not modify verbs as verbs, but that it is be- 
cause the verb is itself used like a noun that it may be modified by the adjective, or 
the adjectival possessive. 

Were this principle better known, that adjectives (noun-modifiers) may also mod- 
ify whatever is used like a noun, it would beautifully solve another problem of gram- 
mar hitherto xmexplained; namely, in the sentence, "To be good is to be great," 
what do the adjectives good and great modify? Once established that, in the sentence 
above, good may modify the substantive verb being, — and it can modify nothing else, 
— it foUows, in this sentence, that good and great may modify the substantive verbs 
he, which clearly explains the difliculty what to do with good and great. They are 
appositive adjectives belonging to the two infinitives be. 

This principle is confirmed not only by numerous examples in the English, but by 
the analogy of both the Greek and the German. In the following examples, the words 
are given in their Enghsh order, that the examples may be the better understood: — 

Greek : to afxagTapeLV hoTL ovdlv -QavfiaaTov ap-QgunovQ bvrag. 
The err is no wonder, men being. 

The meaning is, "The error is no wonder, they being men;" but observe that instead 
of the noun error, limited by the adjective the, the Greeks make use of the substantive verb, 
the infinitive, err, d/j.aQTdpEi.v, which is modified by the adjective the, to. The testimony 
here, therefore, is that because the infinitive err is used like a noun, it may be modified by 
the adjective. 

German: ©aS "Sitxim tft eine augeuel^me 2[3eiDeguug. 

The ride is an agreeable exercise. 

©a§ Seffit enniibet bie Slugeit 

The read fatigues the eyes. 

Here the infinitive verbs ride and read, because used as nouns, being the subjects of is 
a.nd fatigues respectively, are each modified by the adjective the. The testimony is again that 
a verb, when used as a noun, may sometimes be modified by an adjective. 

If it be inquired whether we may not explain good and g7-eat by assuming an el- 
lipsis, the writer answers. No. The reasons are, briefiy told, as foUows : — 

1. It has been shown (Dem. XXX., m, 1, note 3), (1.) That everywhere in science, 
we are by law bound to explain things as they are, since to explain them as they are 
not is not to explain them; (2.) That by law things explained by science — whether 
sentences or words or etymons or animals or solutions or plants or molecules or else — 
are in wholes; so that the only way to justify our assumption that some part is miss- 
ing, and therefore to be supplied, is to prove that such part is missing, that the sen- 
tence is not a sentence whole. But now mark: when it is once proven that an adjec- 
tive may modify averb,when that verb is used like a noun, it becomes impossible to 
prove that "To be good is to be great" is not a sentence whole! for the only ground 
for supposing it not whole, is the supposition that the parts modified oy good and 
great are missing. But that supposition is groundless; for I have shown that they 
may modify the substantive infinitives be. By such examples as, "Virtue consists in 
beino- good," and by the analogy of the Greek and the German it has been shown 
that an adjective may modify a verb used like a noun. Since, therefore, good and 
great may be explained as modifying the substantive verbs be, the sentence is proven 
to be whole, and no part can be missing. The assumption of an eUipsis, that is, of 



BRAKGHma THE GLASSES. 621 

a missing part, is therefore as impossible and as ridiculous as the assumption that to 
a man whole having two eyes, two thumbs, and eight fingers, should be supplied an 
additional eye, thumb, or finger ! Such assumption is against law, therefore lawless, 
laughable, lunatic. 

2. We should be wary about supjjlying; for it is by assuming that privilege that 
we curse the science of grammar with interminable and distracting disputes. Only 
by withholding from grammarians this arrogated privilege and outrageous practice of 
assuming that some part is missing, u7iUl he may prove it., may we hope to escape this 
distraction. 

3. To supply a part assumed to be missing, is not to solve, but to evade the diffi- 
culty, as is shown in Demonstration XV. ; for equivalency in meaning is not necessa- 
rily sameness of granmaatical construction. 

d. Predicate. — The office of an adjective disjoined, by a copula, from 
the substantive to whicli it refers; as, Fond of splendor, he loas iudifferent to 
neatness; We found him to he true; The book is growing dull; He was able 
and ^tadions. 

e. Factitive. — A postpositive adjective made accessory to a direct ob- 
ject, through a transitive verb; as. He painted the box blue; He tallied him- 
self \\okk^; She boiled the e£^(/s hard; The jury found [declared] him guilty; 
"Royal Glue" mends everything solid. 

f. CoNSTRXJCTiOKS OP THE Adverb. — Of the adverb, there are two con- 
structions, — the modifying and the conjunctive. 

ff. Modifying Adverb. — One not performing the office of a connec- 
tive ; as. The soldiers marched forward; She came forth; The miners toiled 
eaily and late, fared paorly, lodged rudely, and, finally, received very little gold. 

h. Conjunctive Adverb. — One that performs the office of a connective 
in addition to that of an adverb; as, The rocks remain where they fell; 
The wind bloweth AvUere it listeth; The time has come Mhca we should be 
going; It was in the early spring that he came; Friendships are best when 
they are old; We shall reap as we sow. 

i. Principle XH. — Any word not a name or a verb, added to a name, is an 
adjective. 

j. Principle XHI. — Any word not a name or a verb, added to a verb, an ad- 
jective, or an adverb, is an adverb. 

Prog. XXIX. — Branching by the Grammar- System Tree. 

FARTICULABS : 

The canary's song is sweet, ^ clear, ^ and musical. ^ Were the* cherries ripe?^ 
How^ often'' have you been there?* He studies sometimes^ very'" well. '^ My 
pencil is long ^* and round. ^^ The ^* English '^ are positive, ^^ methodical, " 
cleanly,^® and formal. ^^ The 2" rose is the fairest ^^ of flowers. They live very^^ 
happily. 2^, Come often, 2* and stay long. ^^ It is full enough. ^^ The^^ book is 
where 2* you laid it. I have forgotten my part, and I am out.^* Many ^'^ of these ^^ 
books are worthless. ^^ Which ^* book do you desire ? Go to the ^* first 35 tree be- 
yond. The price of a virtuous woman is far ^6 above rubies. It is pretty ^^ nearly ^^ 



522 ^'^^' SYSTEM METUOl). 

finishea. Without the ^9 other, *» each « is useless. ^'^ Quiet, ■'^ sensitive, ** devout, *^ 
he M'as predisposed to melancholy. The« English" hate the French as frivolous. ^^ 
None*" is so deaf 5" as he that will not hear. He came unto his own,^! and his 
own 52 received him not. The lunatic paces to^^ and fro 5* continually. 55 The^^^ 
louder 5^ the thief talked of his honor, the^s faster 59 we counted our spoons. Lu- 
ther died where "^^ he was born. He was made fun of. ^^ Young, e^ handsome, ^^ 
and clever, «* the page was the darling of the house. He is precisely ^^ what he 
seems to he. Whither «« I go, ye cannot come. I am as^^ tall^^ as you. To be 
right fi9 Is better™ than to be president. The boat started long" before noon. I 
shall see you then,'^ when'^ you come. We found the report to be true. '* Man 
ought to go upright ''5 and vital. '^ Who else" is it? The book is growing dull. '^ 
She boiled the eggs hard.™ They have broken up^" housekeeping. What^i a^^ 
piece of work is man ! She robbed me of my hopes, my heart, my all. ^^ I had as 8* 
lief ^5 go as stay. Please sing for us just^^ this^'? once. He must needs ^^ fail at the 
outset. The sun is up. ^* Go to ; 90 homo is a common name to all men. Wher- 
ever 9^ snow falls, there 92 is usually ^^ civil freedom. Then, «* who knew the 
force of those 35 dire 96 armsl At last, 97 the passengers forsook the burning vessel. 
Life is, at best, 98 very 99 short, i"" He has no")! ambition at all. 102 Above all,i03 
te^ch your children to be useful, i"* These lectures have been published in full, i"^ 
The practice is, of late, ^'^^ uncommon. W7 The Lord is king, be the people never ws 
so^"^ impatient. "0 What"i by this and what "2 ijy that, he succeeded. My stay 
there"* was short."* Not "5 a drum was heard, not"" a funeral"^ note. To 
equal which, the tallest"** pine were but a wand. The thunder afar"^ roused up 120 
the soldier. Ellie went home, sad 121 and slow. 122 Yet let noti23 one 12* heart-beat 
go astray. 125 Farthest 126 from him is best, i^? Herei28 we may reign secure. i29 
You fine downi*" your distinction till there ^^^ is nothing left. If thou thouest him 
some 132 thrice. It will not^^^^ be amiss. ^^^ It is a thing to walk with. 1^5 i looked 
in 136 on iiim as^^^ I came from school. The country whence ^^s he came is desolate. ^"'■^ 
The year when"" Csesar was born is uncertain. '*! He painted the box blue. "2 
Where "=* were you when"* I called? To be good "5 is to be great, i'" The son has 
double "'' the wealth of his father. 

On these and kindred thoughts intent, "* I lay 
In silence, musing by my comrade's side, 
He also silent. i*9 — Wordsworth. 
What'50 wretchedi5i creature of what'52 wretched ^53 kind, 
Thau man more weak, '^i calamitous, i55 and blind. ^56 — Homer. 
How weary, 15T stale, '58 flat,i59 and unprofitable, 1™ 
Seem to me all the uses of this world. — Shakspeare. 



^.MSiQj2M^«',i^^^}/Ucnnr\^ 



BEANGIIING THE CLASSES. ' 523 

DEMONSTRATION XXX. 



FACT MATTER: 

a. Principle XIV. — A connective governing an objective is a preposition. 

(Review Demonstration XIX.) 

b. Principle XV. — A connective between !il(e parts is a co-ordinate conjunc- 
tion. (See Demonstration XX.) 

C. Principle XVI. — A connective between modifier and word modified is a 
subordinate conjunction. 

d. The Conjunction and the Preposition Compared. — The follow- 
ing are the likeness and the differences of these two classes :— 
Likeness : Both are connectives between word and word, or word and 
phrase, or word and sentence, thus : — • 

Preposition : Man is bsrn to die ; He ventured to within danger , It is 
jnst, m that it is right. 

Conjunction : James is loved and respected ; Be so good as to go ; I 
would go rather than stay ; He will come if it is possible ; He is taller 
than I am. 
Unlikenesses: Prepositions govern an objective ; conjunctions govern noth- 
ing. The conjunction is built in between two parts, neither of which 
it governs ; the preposition is built in between two parts, one of which 
it forces, if it be a noun or pronoun, to take the objective case. 

The co-ordinate conjunction is always built in the sentence whole be- 
tween parts like in some respect or respects, and neither of which mod- 
ifies or governs the other ; the subordinate is always built in the sen- 
tence whole between parts unlike in some respect or respects, one of 
which always governs or modifies the other. Prepositions are built in 
between unlike parts, one of which must always be an objective and 
be governed, not by the other part to which it is connected by the 
preposition, but by the connective itself, the preposition. 

Thus, in "James is \oveA and respected," the co-ordinate and joins 
loves and respected, which are like in class, tense, mood, and con- 
struction, and neither of which modifies or governs the other. 

But in "I chose liim as honest," the subordinate as joins liim and 
lionest, which are U7blike in class, and of which the one, honest, modifies 
the other, him. So in " He is wiser thani I am," " Solomon, than2 whom 
there never was a wiser man, says," "Be so good as i to go," " I would 
go rather tMnsStay," "I am doabtfnl as2 to liim," and all such knotty 
sentences containing the so-called "difficult" subordinates as and 
than, than,i than,2 as,i than,s as,2 join respectively wiser and I am, wiser 
and whom, so and to go, rather and stay, doubtful and to him, the two parts 
in each pair of which being unlike in some respect or respects ; and in 
each case the one part modifies or governs the other. 



524 THE SYSTEM METHOD. 

A true understanding of the conjunction as contrasted to the preposi- 
tion, but more especially of the subordinate, as contrasted to the co-ordi- 
nate, conjunction, is the best part of such skill as is to be employed in the 
solution or explanation of the more difficult grammatical problems. 

e. Is To Before the Infinitive a Preposition ? — The origin of to 
is not unknown. It is the same word, which, in Anglo-Saxon, was placed 
before the gerundial infinitive ; as, god to etanne=good to eating. But aft- 
erward the to was placed before the simple form of the infinitive : god to 
eatan:=good to eat. Just how and why, about seven hundred years ago, the 
to changed from preceding the gerundial infinitive, and began to be used 
before the present simple infinitive, we do not know ; and it does not affect 
our purpose here. And how, though used in Old English only between 
sentence parts, by a long succession of steps, each answering a new but 
felt need of expression, the to came to be employed as a connective be- 
tween part and whole, we need not explain. We desire only to prove that 
to is a preposition. 

f. Is To A Part of the Present Tense ? — Says Goold Brown, 
"The present, or the verb in the present tense, is the part from which all 
the rest are formed. It is commonly considered the root, or simplest form, 
of the English verb." — Grammar of English Grammars, p. 361. "The 
present tense is the simplest form of the verb." — Thos. TV. Harvey. And 
Holbrook, the school-master, declares that the "present [tense] is a root." 
But the signification of the wood root, as set forth in all English dictiona- 
ries, is radix, radical, simple, single, primitive, underived, uncompounded. 
Take, then, the sentence, " To die is to sleejD." It must be evident to all 
that to, considered by itself and apart from sleep, is a radix ; that both to 
and sleep are radical, simple, single, primitive, underived, and uncom- 
pounded words ; that to of itself is a root or radix. It is just as truth- 
fully said, too, that sleep, considered by itself, apart from to, is a simple, 
underived, uncompounded root. 

But tense belongs to verbs, never to another class; hence, to be in the 
present tense, a word must be, (1.) a verb, (2.) a root. Any ordinary stu- 
dent will now see that to sleep, the parts both taken together, cannot be the 
present tense, the counter assertions of scores of grammarians to the con- 
trary notwithstanding; for to sleep is not a single, uncompounded root. To 
sleep is two roots, a compound, if taken both parts together; and it is but 
folly to suppose that to can be any sort of a verb. Let him who fancies 
that he perceives some verbal force in to, determine its principal parts (see 
Demonstration VII., e); he will discover only these: I to now! I toe(Z yes- 
terday ! I have toed! But the same test, which is the one usually employed, 
shows sleep to be a real verb: I sleep now, I slept yesterday, I have slept. 
And since sleep taken by itself, considered apart from the to, is, (1.) a verb, 
(2.) a root, thus according exactly to the two requirements of the present 
tense, we may safely conclude that sleep is the present tense. Plainly, then, 
the to forms no part of the tense. 



BRANGHINO THE CLASSES. 525 

g. Is To A Part of the Infinitive? — Those who oppose the doctrine 
that to before the infinitive is a preposition, teach that though the to is 
placed before the infinitive, we are to present the mood as belonging to the 
associated parts, to the to and the verb mutually, thus: — 

"To die i?, to sleep: To sleep is. a. verb, irregular, intransitive, [principal 
parts] sleep, slept, slept, active, infinitive [mood], present," eic—Holbrook, 
p. 178. 

"He attempted to ascend the mountain: To ascend is a verb, regular, 
transitive, active voice, common form, infinitive mood, present tense." — 
Harvey, p. 101. 

Thus, by the authority of these authors, both the to and the verb are 
included in the infinitive mood. I quote from these two only, for 1 have 
not others at hand; but these, and a score of others in use to some extent 
or other in the United States, very feebly betray the doctrine that to enters 
into the infinitive mood, on this wise: — 

"To before the infinitive is not a preposition, but is merely the sign of 
the infinitive." — Holhrook, p. 107. 

" The infinitive may usually be known by the sign to, placed before it." — 
Harvey, p. 74. 

For, if to is a part of (included in) the infinitive, surely it cannot be 
"before the infinitive"! or "placed before it"! Why, if to is included in 
the infinitive, and still comes "before the infinitive," as I have just quoted, 
then it comes before itself! But this, being impossible, may be said to be 
infinitely absurd. When a writer argues that he can get before himself, he 
is only crazily "beside himself." Thus the to cannot be included in the 
mood, by virtue of the fact that it is placed before the verb to which the 
mood belongs. 

h. Is To A Part op the Verb? — To is never joined to the verb by a 
hyphen, neither is there an instance where to and the verb are written to- 
gether. It is joined to three words only; namely, day, morrow, night; thus, 
to-day, to-morrow, to-night. But these are not verbs, but nouns. And the 
scientific method must needs deal with to as ichatit is, a single, simple, sep- 
arable, radical word. If it is a part of the verb, it will remain a part 
through all the modifications; since all changes in the verb to correspond 
to change of tense, mood, etc., are made at the right hand part — at the 
ending of the verb. These are called changes in the endings of the verb. 
What word, then, having to before it, will form the past tense? — Not " to 
slept," for these grate upon the ear and will not justify. The student will 
now see that to cannot be used before the past tense. And in the same 
manner, he may determine that to cannot be apart of the verb. 

i. The To Connects Odjective to Base, or Antecedent, Term. — 
We have seen (Demonstration XIX., b, 1, 2, 3) that the peculiarity of a 
preposition is that it connects unlike parts — an objective and an antecedent 
term. And the word to answers aptly to this definition. Examine the fol- 
lowing sentences: — 



526 THE SYSTEM METHOD. 

1. I'me to come is called future. 7. Young people in this country are 

2. He went to Rome. •prone to melancholy. 

3. He was ready to die. 8. I lioiied to see. 

4. He came to me. 9. "We are 'born to die. 

5. We all fell to eating. 10. He is about to go. 

6. The fruit is ripe e/ioMf/Zi to -u.se. 11. ~B.q aciedL agreeably tohis instruction. 

12. She y^as deaf to blessing. 
From these examples it may be clearly seen that to is the purest of 
prepositions; for it is used as a connective between a larger variety of un- 
like parts than any other preposition in the language. Thus, it is a link 
between — 

1. Noun — verb, as in 1. time to come. v 

2. Verb — noun, as in 2. «'c?i< to Rome. 

3. Adjective — verb, as in 3. ready to die. 
Al. Verb — pronoun, as in 4. cnme to me. 

5. Indicative — participial, as in 5. fell to eating. 

6. Adverb — verb, as in 6. enougli to use. 

7. Adjective — noun, as in 7. 'prone to melancJioly. 

8. Past — present, as in 8. hoped to see. 

9. Particijjial — infinitive, as in 9. born to die. 
10. Preposition — verb, as in 10. about to go. 

It. Adverb — noun, as in 11. agreeably \o instruction. 

12. Adjective — particijile, as in 12. deaf io blessing. 

It is the very habit of to to connect parts that differ in character or cir- 
cumstance, and that is sufficient to prove it to be a preposition. In these 
examples it would be absurd to sujopose it to be a conjunction, since con- 
junctions connect not such unlike parts. But all agree that to is not a 
noun, pronoun, verb, adjective, adverb, conjunction, or interjection. It is 
therefore a preposition; for what has the varied uses, the peculiar character, 
and the precise habits, of a preposition, and belongs not to another class, must 
be a preposition. 

j. To Before the Infinitive is Identical with the Preposition To. 
— Scrutinize these sentences: He will move your hearts io pity. — Shakspeare; 
It must be a bitter experience to be more accustomed to hate than to love; Each 
wooed the other to love. One thing will not be disputed: the value, or office, 
of love is exactly eq-ual to itself, call love verb or noun, as you please. Then 
to before the verb is identical with to before the noun. But all agree that to 
before a noun is a preposition. Therefore, it can be nothing else before the 
verb. 

k. We have now demonstrated that to forms no part of either the 
tense, mood, or verb. We have given proof that it is a separable word, 
which proof we were not bound to give; because all eyes behold it, and all 
tongues speak it, as a separable word. We have seen that it belongs not to 
the nouns, pronouns, adjectives, verbs, adverbs, conjunctions, or interjec- 



BRANCHING THE CLASSES. 527 

tions. We have shown that to performs the peculiar office of a preposition 
in connecting unlilie parts, — accessory to base,- — and that it accords in all 
particulars to the definition of a preposition. We have educed examples 
showing that it cannot be distinguished from to, the preposition — nay, 
showing that it is identical with it. And, finally, we have exhibited con- 
traries and a contradiction in the teaching of those authors that deny to to 
a prepositional value and character. We can, therefore, safely conclude 
that to before the infinitive, or a verb in the infinitive mood, is a prep- 
osition. 

1. Change of Names — To as an Introductory Preposition. — Because 
prepositions must be defined as connectives, or signs of relation between 
objects, the occasional use of to without an antecedent term has given rise 
to a storm of doctrines. Many imagine that because the circumstances 
have now been changed so that to can be used without an antecedent term, 
as in " To steal is base," the name, preposition, ought also to be changed. 
But there is aicell-cstahlishecl rule for change of names, which ought to be 
understood: When the character of an object changes, the old name is re- 
tained, unless, in changing, the object assumes the character of another 
totally diiferent, when the name also is changed. Thus, originally, a tum- 
bler was a drinking vessel with a convex base, causing it to tumble over on 
its side; and though the character of the object has now changed so that it 
is made with a flat base, and used for every sort of drinking, still we retain 
the name "tumbler," because the object has not entirely lost the original 
use or assumed the character of another object totally difCerent. "Mounte- 
bank " was originally one who mounted a bank or bench in a public place, 
vending medicines and boasting of their wonderful power to cure; and 
though the character of the object is changed so that a mountebank is de- 
fined, oftener, to mean a pretender or a quack, the term "mountebank " is 
still retained, and may be used, without the idea of a bank or bench, to ap- 
ply simply to a pretender; because, in assuming the character of a pretender 
the mountebank has not changed to something totally different from itself. 

And precisely so with to as an introductory preposition in such expres- 
sions as, "To sfeaZis base: " although the prepositional character is some- 
what changed, so that to is used without an antecedent term, still the name 
preposition is properly retained; because tlie to has assumed the character of 
nothing totally different from a preposition. It has been shown that it can- 
not be assigned to any other part of speech; and, until it assumes the char- 
acter of another, it will be most fitly called a preposition. 

But let the student observe that conjunctions must be defined, also, as 
connectives. Still, some are used to introduce independent statements; as, 
"And they said there is no hoj^e." — Bible. In the same way, prepositions, 
though necessarily defined as connectives, include a few words that may be 
used to introduce independent statements; as, To steal is base. But let it 
not be supposed from what has been said, that to is not strictly a connective. 
True, this to is not a connective between parts: it is between part and whole. 



528 THE SYSTEM METHOD. 

that to is a connective — precisely as the subordinate conjunction that is a 
connective, not between parts, but between part and whole. (See Demon- 
stration XX., Obs. f.) The to joins the part steal, not exactly to, but rather 
in, the sentence whole, "To steal is base." Now mark that if the to be 

missing (and the sentence be written, " • ■ steal is base "), it is missing not 

only as a part of the sentence whole, but also as a part of the subject phrase, 
to steal; precisely as, if the eye or ear is missing, it is not only missing as 
a part of the man whole, but also as a part of the head. And mark that 

when you supply to to the imperfect sentence, " ■ steal is base, you 

supply it both as a part of the subject, to steal, and as a part of tlie whole 
sentence. To steal is base, thus joining such subject part, not exactly to, but 
rather in, such whole. It is thus shown how to is strictly a convective. 
This to parsed would be: To=preposition, showing the relation between 
its object (the part steal) and the sentence whole. 

m. The discovery of the true nature of the subordinate conjunction — 
that it joins modifier or governed to modified or governing — not only ex- 
plains the difficult as, but it is also the true solution to the difl^culties of 
than which, than whom, and than me, than which nothing, perhaps, has 
more perplexed the grammarians. Of sentence wholes in which these ob- 
jectives, ivhom, which, me, etc., occur, the following are examples : — 
"Whom does he honor more than me?" 

"Beelzebub, than ivhom none higher sat, with grave aspect rose." 
"I should seem guilty of ingratitude, than which nothing is more shame- 
ful." 

" Thou hast been wiser all the while than me." 
That these sentences are not bad English will be perceived by any stu- 
dent who has read good English authors. Of than whom and than which, 
Goold Brown, than whom no English writer, perhaps, has read more ex- 
tensively, says they " may be quoted from many of our distinguished writ- 
ers." — Grammar of English Grammars, page 676. So also A. H. Welsh : 
'■Than whom is an instance of grammatical vice, which, from being long 
endured, is now, from its long continuance, likely to be embraced." — Essen- 
tials of English, page 208. Thus, though this objective after than " has 
not been satisfactorily explained" to be in accordance with the system of 
grammar, yet it is " embraced" because of its " long continuance" and al- 
most universal adoption among "distinguished writers" of English. 
What is so nearly universally adopted by the " distinguished writers" can 
hardly be spurious grammar; for it is that very "long" continued use 
among " many distinguished writers " by virtue of which alone any speech 
is or becomes good English. Such sentences, including these objectives, 
whom, which, 7ne, etc., are therefore to be explained as they stand, unless 
it be impossible so to explain them — unless it may be proven that such than 
whom, than me, etc., are out-systemed from, or not in harmony with the prin- 
ciples of, the science system of grammar. 



BRANCHING THE G LASSES. 529 

Let it now be shown, (1.) That adjectives and adverbs may sometimes 
govern the objective case ; (2.) That the subordinate conjunction connects 
word governing and part governed. It will therein be seen that, in all these 
sentences, the objective is governed by the comparative adjective or the 
comparative adverb, as the case may be, to which the objective is joined 
by than; and that i/iaii is a pure subordinate conjunction, easily explained 
and easily understood. Further, therein it will be made plain that, so far 
from being " an instance of grammatical vice/' than whom is, goodi, system- 
fitting, forcible English. 

1. Adjectives and Adverbs Govern the Objective. — Not verbs and 
prepositions alone, but adjectives and adverbs, often govern the objective 
case. (See Demonstration XXVI., b. 6, b, c ; also Demonstration XVIII., 
Obs. j.) Indeed, it is part of the system of universal grammar that ad- 
jectives and adverbs, especially comparatives, may govern the objective. 
In the following examples, each word is given its English order, that the 
reader, even though unfamiliar with Latin, Greek, and German, may know 
what word is the adjective or adverb governing, and what the objective 
governed. The objective is also distinguished by a superior {^), the ad- 
jective or adverb by a superior (i) : — 

Latin: Perducit duas fossas quindecim pedes ^ latas.^ 
He constructs two trenches thirteen feet 2 wide.* 

Note 1. — The objective /eei! is the ohject of the adjective wide, precisely as in Latin, the 
objective pedes is the object of the adjective latas. 

Latin: Ipse collocat sues proprior^ montem.^ 

He himself collects his own nearer i the mountain.^ 

Note 2. — The adverb nearer governs mountain in the same way in which the Latin ad- 
verb proprior governs montem ; and observe that either mountain or montem is a noun in 
the objective case. Mountain is object of nearer just as years is object of the adverb later 
in the sentence, "He died many 2/«fflrs ^a^er." Mark that "he died years," is absurd. The 
sense is, "He died later,"" and years tells how much later; so that years is the object of the 
adverb later, and not of the verb died. 

Greek: 'Eirrt a^coc^ kiralvov.^ 
He is worthy i praise.^ 

Note 3.— Since the objective knaivov is the object of the adjective a^ioq, the English 
objective praise must be the objective of the adjective worthy ; for the translation is 
strictly literal. That worthy is an adjective, all agree. That praise is objective, is certain ; 
for it neither refers to the same thing as the nominative he, nor has the possessive sign. 
(See Demonstration V., h. i.) Of what, then, may this objective, praise, be the object?— 
Of the adjective worthy, evidently. For, since it can be the object of neither he nor is, if it 
is not the object of the adjective worthy, it is the object of nothing 1 But whatever is the 
object of nothing is not an object! just as whatever is the backbone of nothing is not a 
backbone. To suppose praise Ta-a.y be held, in the sentence, in the objective "without a 
governing [a holding] word," as does T. W. Harvey, is like supposing Mohammed's coffin 
may be held half way between earth and heaven without being heldi 

But may we not assume that the sentence is not whole, and, accordingly, supply the 

word of to govern praise, without raising the question whether praise is governed by, is 

the object of, the adjective ivorthyf—T^o, indeed; for if praise is the object of worthy, the 

sentence is whole as it stands 1 So that, by not raising that question, we might commit the 

34 



530 THE SYSTEM METHOD. 

ridiculous TDlunder of calling what is a whole, a part only ! of calling what is a whole man, a 
man with an ear ofE 1 If it were understood among authors that every real science ex- 
plains—is by law bound to explain— things as they are ; namely, in parts and wholes; that 
is, that botany explains plant part in tlie light of plant whole, that zoology explains animal 
part, or organ, in light of animal whole, that orthography explains word part, or letter, in 
light of word whole, that grammar explains sentence part, or word, in light of sentence 
whole, etc., etc., — if this elementary truth, that learning consists in mirroring whole in part 
and part in whole, were known among teachers and authors, we should then see that it is the 
same sort of nonsense to assume that something is to be supplied to a sentence before it is a 
sentence explainable, as it is to assume that something is to be supplied to an animal or a 
plant before it is animal or plant explainable 1 that is, it is supposing something is to be sup- 
plied to an animal before the animal is an animal I 

Think of a teacher of zoology, who, without iirst proving that a rabbit is not a rabbit 
whole, should assume that a cat-like tail should be supplied, because that part is to be found 
m other animal wholes ! or think of a teacher of orthography, who, without first proving that 
a word — the word " sure," for instance — is not a word whole, should assume that an h should 
be supplied (thus making up the spelling " shure " !), because that ^-part is to be found in 
other word wholes I What sort of a grammarian, then, is he, who, without first proving that 
a sentence (the sentence, "He is worthy praise," for instance) is not a sentence whole, 
should assume that 0/ should be supplied (!) because that o/-part is to be found in other 
sentence wholes 1 

Give heed : all things can be explained only as they are ; for any explaining of things as 
they are not, is not explaining. But by law there is no thing without parts, and parts taken 
together form a whole ; therefore by law we are compelled to assume all things to be ex- 
plained, including sentences and all else, to be wholes, until we may have proven them to be 
not whole: so that when we find an animal, a plant, a word, a sentence, to be explained, we 
are bound by law to assume, not that something is to be supplied (!) but that we have found 
an animal whole, a plant whole, a word whole, or a sentence whole, as the case may be. It 
is the law that things are part-and-whole things; so that unless it is first proven that a sen- 
tence is not a sentence whole, it cannot be assumed that something is to be supplied. 

Greek: "E/tsve evrbg^ tuu b^uv.^ 

He remained inside ^ the boundaries.^ 

Jfote 4.— Since the objective oguv is the object of the adverb evtoq, it follows that bound- 
aries may be the object of the adverb inside; for the translation is literal. If, indeed, it be 
granted— what an objector might contend for— that inside is a preposition rather than an ad- 
verb, that fact, if such it may be called, in no way stands opposed to the fact that the Greek 
adverb evtoq governs the objective noun bguv. It therefore militates not against the truth 
that adverbs sometimes govern an objective. 

Oerman: ©ie SOf^auet ift jicanjig^ gu| lang.^ 
is twenty^ feet long.^ 
TDar iedjjig^ 3af)te aW.i 
was sixty ^ years old.^ 

Note 5.— These sentences, in which feet and years are the objects of the adjectives long 
and old, are of themselves a demonstration that, in either German or English, nouns in the 
objective may be governed by adjectives. 

English: I wish they were a whole Atlantic^ [ocean] broad. i — Tennyson. 
He is not a whit^ wiser. ^ — Huxley. 
It is not a pound ^ heavier. ^ 
Note 6.— These sentences are illustrations of nouns in the objective case governed by 
adjectives. And the following are instances in English of adverbs governing an object :— 

He came an hour 2 sooner. 1 

This house is built a great deal^ better. 1 

He died several years ^ ago.' 

We shall start an hour ^ hence.^ 



©ie 


SOfiauet 


The 


wall 


©ie 


grau 


The 


woman 



BRANCHING TEE CLASSES. 531 

From such proofs it may be seen that not in Latin, Greek, and German 
alone, but also in modern English, an objective noun may be sometimes 
governed by, be the object of either an adjective or an adverb ; so also the 
objective in Anglo-Saxon, the syntax of which closely follows the syntax of 
the Latin. In either, adjectives denoting want, plenty, nearness, compar- 
ison, pleasure, pain, trust, distrust, etc., as well as adverbs of quantity and 
place, take after them a noun which they govern in the objective. 

Note 7. — If the reader suppose ago in the sentence, "He died several years ago," to be 
an adjective modifying 2/ears, instead of being an adverb belonging to died, he may see his 
error by pondering the sentence, " He died long ago ; " wherein he will be forced to consider 
ago a pure adverb belonging to died. But to see ago as an adverb here is to know ago as an 
adverb there also — an adverb governing the noun years in the objective. Mark that except as 
years is the object of the adverb ago, it is objective without a cause ! 

3. The Subokdinate Conjunction Connects Word Governing and 
Part Governed. — Though in a way seeing it to be the law of universal 
grammar that adjectives and adverbs, especially comparatives, may govern 
the objective case, nevertheless grammarians have hever discovered how to 
explain the expressions than ivhom, than luhich, than me, etc., after compar- 
atives. "A relative after than is put in the objective case; as, 'Satan, 
than whom none higher sat.' This anomaly has not been satisfactorily ex- 
plained." — Dr. Bullion^ s Analytical and Practical Orammar. 

Now, the reason this than whom and than which has not been satisfac- 
torily explained is this : the grammarians have not understood the true 
nature of the subordinate conjunction, — that it always links together mod- 
ifier and word modified, or governor and part governed. Once seen that all 
subordinate conjunctions stand between two parts, one of which either 
governs or modifies the other, and the obstacle in the way of clearly ex- 
plaining than whom and than which is overcome ; for that one supposed 
insurmountable obstacle is the word than, standing between the relative and 
the comparative adjective or adverb which governs the relative in the ob- 
jective. But in Demonstration XX., c and d, note 1, it is shown that, so 
far from really being an obstacle in the way of explaining the relative 
objective as the object of the comparative adjective or adverb, the than is 
actually the best possible proof that the relative is the object of such adjec- 
tive or adverb; since any and every subordinate conjunction performs that 
very office of linking together the governor and the governed. Take the 
sentence, "Beelzebub, than whom none sat higher, rose." It will be seen 
that this than joins together the comparative adverb higher and the objective 
whom, thus being in the very habitation of the subordinate conjunction — 
between governor (higher) and governed (whom). 

3. Than Whom, Than Which, Than Me. — It is thus shown that than 
whom and than which are not only good English, and in harmony with the prin- 
ciples of universal grammar, but, moreover, that they are easily explained as 
such. Not that than whom is bad English, but that the grammarians have 
not understood the subordinate conjunction, is the difficulty. As for than 
me, it has nearly the same currency among "distinguished" authors, as has 



532 THE SYSTEM METHOD. 

than wJiom and than which; and it is. beautifully explained in precisely the 
same way. If " He is wiser than me " is not good English, it cannot be 
because it is not good grammar easily exjolained. 

4. Objections to Than "Whom, Than Me, etc. — There is but one 
objection, and that is simply this : the inability of the objector to under- 
stand than whom, than me, etc., — his inability to explain them as being in 
accordance with the principles of grammar. Not to detain the reader longer 
here, I leave him to decide whether the explanation above given is not 
sound, clear, and conclusive. The following js the feeble nature of the ar- 
gument against the objective after than, as quoted from A. H. Welsh, author 
of "Development of English Literature and Language": — 

"An attempt has been made to justify 'than me' hy appeal to the awkward phrase 
' than whom ' :— 

" ' Which, when Beelzebub perceived, than ivhom, 
Satan except, none higher sat." — Milton. 
' Than who ' would be be more consistent, more accurate, and, even to unfamiliar ears, would 
not be intolerable. 'Than whom' is an instance of grammatical vice, which, from having 
been endured, is now, from its long continuance, likely to be embraced. If ' than me ' [and 
' than whom ' and ' than which '] is proper, why not ' as me ' [ ' as her,' etc.] ? Yet who does 
not receive a verbal shock from Trollope's question, 'What would be the feelings of such a 
woman as herf' "—Essentials of English, p. 208. 

Why grammarians generally, with Mr. Welsh, though acknowledging 
it to be "embraced" by the most distinguished authors, should suppose 
than wJwm to be improper, is plain; for they have known neither the subor- 
dinate conjunction as a link between governor and governed nor the ob- 
jective as the object of adjective and adverb; they could therefore explain 
neither than nor lohom. But to admit this beautiful phrase than whom to be 
"embraced" by the distinguished, and yet to report it as an "intolerable" 
"instance of grammatical vice," — to report it to be "embraced" because it 
is "intolerable"! — is to report what is not improbably untrue. 

The evident reason that "as me" is not good grammar, is that the sub- 
ordinate conjunction as is ignorantly jiut in between me and a word (the 
noun woman) that cannot govern that m.e; whereas, it is the law of grammar 
that every subordinate conjunction must stand between words, one of which 
governs the other; just as than in "Solomon, than whom no man is wiser," 
etc., is built in between whom and the adjective wiser that governs whom: 
" no man is wiser than whom." And thus it is that a true understanding of 
than and as as subordinate conjunctions, not only justifies the beautiful 
system-fitting than whom, but it likewise, by the force of reason as guided by 
system, condemns "asms," "as her," etc. 

"As her" is wrong for the same reason that other sentence parts be- 
come wrong, — because they are not explainable by, orbranchable through, 
the grammar-science system. (See Demonstration XXII.) But Mr. Welsh's 
effort to make "as her" grate upon the ear with a "verbal shock" must 
remain entirely ineffective until he so modifies his sentence, "He than who 
no man is wiser," etc., that the English ear may not perceive the "than 
who " I 



BBANGEINO THE CLASSES. 533 

5. The Common Explanation op Than Whom, Than Which, etc. — 
That the reader may grasp the importance of understanding the true doc- 
trine of the subordinate conjunction, and that he may not want wherewithal 
to shatter the feeble fortifications of teachers, who, from infirmities or ha- 
tred for truth, shut their eyes against light, I will now mention the objections 
to the use of than who after comparatives, by pointing out something of the 
fallacy by which it is commonly justified, and by which it is sought to con- 
demn than whom. I quote from Alfred Holbrook's "Complete Enr^lish 
Grammar," pages 174 and 46, sections 1120 and 298, quoting from this work 
only, because no others have given the common explanation of than whom 
in a form so complete and concise: — 

" Wliom is used for who ; ' Solomon, than whom there never was a wiser man, 
says,' etc. 

" Whom is (1.) pronoun, (2.) relative, (4.) its antecedent 'Solomon,' (5.) with, which it 
agrees in the 3d, singular, masculine ; objective, used by enallagc for the nominative 'who,' 
and is equivalent to 'and he.' By expanding, and supplying the ellipses [298] , the above sen- 
tence reads, 'Solomon, and there never was a wiser man than A« [was], says,' etc., 
thus separating 'whom' into its two elements, the [co-ordinate] conjunction and, and the pro- 
noun he. It is thus shown that the objective 'whom' is used by enallage for, and really 
should be [298], the nominative who, and is not the object of the conjunction 'than' as some 
grammarians affirm." 

[The numbers employed in the discussion following refer to sections of 
Mr. H's " Complete English Grammar," quotations from which are indica- 
ted. Sentences 1st and 2d refer resiDectively to the complex sentence con- 
taining whom, and to the expanded compound sentence containing not 
whom, but and lie in its stead.] 

a. At the very outset, without proving that the sentence is not a sen- 
tence whole, our author assumes an ellipsis ! precisely what the zoologist 
does, who, without first proving that an animal, say a rabbit, is not a 
rabbit whole, assumes that a cat-like tail should be supplied, simply because 
that part may be found on other animals! See note 3 above, where it is 
shown that the scientist is by law bound to ex]3lain all things as by law they 
are, — as things whole, — and that, therefore, until it is first proven that a sen- 
tence is not a sentence whole, it cannot be assumed that something is to be 
supplied. 

Never having known grammar as a class-branch, science-system tree, 
learned only by consciously mirroring word (sentence part) in sentence 
whole; never having known what a grammar-system tree trunk means, or 
what it means to focus, or trunk, a system on what is the part (word) of an 
including whole (sentence); consequently, never having perceived that 
every scientist, grammarian, orthographer, botanist, zoologist, is by law 
bound to assume and explain things as by law they are, namely, things whole, 
until they are proven not to be whole, he has, at the outset, com- 
mitted the same ridiculous folly committed by a teacher of orthography, 
who, without first pTOwm^ that the word, say sugar, is not whole, assumes 
that some part, say h, should be supplied (thus giving shugar!), simply 
because that 7i-part may be found after s in other word wholes! 



534 THE SYSTEM METHOD. 

b. Sentence 1st is a complex sentence, as Mr. H. agrees; for it "con- 
tains the complete subordinate sentence," (" than whom there never was a 
wiser man,") " as a constituent part " (1002). To prove that than wJiom, etc., 
is a subordinate sentence, we have only to quote Mr. H. as saying, 1. Whom 
is a relative (1120); 2. It is therefore a subordinate connective (1038, Ex.), 
and connects clauses (236); 3. Solomon is the antecedent of tohom (1120). 
Now, since a "relative clause" joined to an "antecedent" can never be 
aught but a subordinate sentence, therefore this than whom clause is a sub- 
ordinate sentence. It is thus demonstrated, by Mr. H. himself, that this 
than whom clause is a subordinate sentence; it is therefore likewise demon- 
strated that the complete sentence is a complex sentence, since it " contains 
this subordinate sentence as a constituent part" (1002). 

c. Thus does Mr. H. testify that the sentence of which tJian whom is a 
part, is a comiDlex sentence; but before than whom is explained, he directly 
contradicts this testimony by declaring it to be part of a compound sentence! 
For observe: sentence 2d cannot be a comjalex, but must be called a com- 
pound, sentence, in so far as it "contains two simple sentences" (1005) 
joined by and, a co-ordinate conjunction (1120, 631). It is thus seen that, 
in assuming "ellipses" and "expanding" (!) sentence 1st, he has actually 
changed it into a compound sentence! The subordinate sentence, the than 
whom clause, which he declares is a "constituent part" (1002) of the com- 
plex sentence whole, he tears out of that complex sentence whole, and, by 
a marvelous "expanding" process, transforms it into one of two co-ordi- 
nate (1008) and independent sentence wholes, joined by the co-ordinate 
connective and, thus forming of the two co-ordinate sentences a compound 
sentence (1005)1 The reader is familiar with how, after causing a deep 
sleep to fall u^jon Adam, the Creator tore from the complex man whole a 
rib, which, by a wonderful "expanding" process, he transformed into a 
beautiful woman — one of two co-ordinate and independent man wholes. It 
is something of that kind, no doubt, so marvelously employed by Mr. H., in 
transforming this subordinate-sentence part into a co-ordinate-sentence 
whole! evidently, since both alike are a miraculous transforming of a jjart 
into a whole! 

Give an orthographer the complex word whole, redder. How much 
would the reader not be elated at his wisdom, should he, without first prov- 
ing that redder is not a word whole, assume an "ellipsis," and, accordingly, 
tear out of the complex word whole {redder) the subordinate part der, 
gravely declare it "expanded" into deer, thus suddenly discovering that the 
complex word redder is not the complex word redder, but that it is a com- 
pound word of two co-ordinate parts — " red deer "I As well pretend to ex- 
plain the subordinate-word part der by tearing it out of the complex word 
whole redder, and thus assuming it to be " expanded" into a two-horned deer, 
as to pretend to explain the subordinate-sentence part, than whom, etc., by 
tearing it out of the complex sentence whole and assuming it to be mirac- 
ulously transformed into a co-ordinate and independent sentence whole! 



BRANCniNQ THE GLASSES. 535 

Give a zoologist a comiDlex animal whole, say a wasp, to explain. How 
would you not be almost fascinated by his learning, should he, without first 
proving that the insect is not an insect whole, assume, in his "entomolog- 
ical erudition " a " hymenopterous " "ellipsis," and, accordingly, tear out 
of the complex wasp whole the subordinate part abdomen, and assume it to 
be "expanded," or transformed, into an independent wasj)! 

d. But after the escapade, — after having so miraculously "expanded " 
the subordinate-sentence p«?'< into a complete sentence whole, — our author 
leaves w/tom entirely unexplained! " Whom should be loho," he says; but 
the mere beginner in literary studies, knows that such a sentence as, " Sol- 
omon, than who there never was a wiser man, says," is found in no author 
of literary taste or fame, nor, indeed, in the less learned writers. " Whom 
is used by enallage for [in place or stead of] the nominative who," he con- 
tinues; but how can whom be used in the place of who, when who itself 
was never used in that place? 

Thus, by contrasting the common explanation condemning than whom, 
with that which justifies it, we are not only able to detect the unsoundness 
of the received explanation, but we also attain, (1.) the true theory of sub- 
ordinate conjunctions; (2.) the true understanding of the objective as gov- 
erned by adjectives and adverbs, esjjecially by comjjaratives separated from 
their substantive objectives by than, (3.) and, through these, the only solu- 
tion of than whom not unsound and unclear. Therein we attain the truest 
and simplest explanation of than and as, than which, as subordinate con- 
junctions, nothing in grammar is more generally misunderstood. 

Prog. XXX. — Branching by the Grammar-System Tree, 

Note. — For how we may know what correct language is, see Demonstration XXII. The 
advanced student should not be unable to reproduce the arguments found on pages 365-402 
inclusive ; and, if possible, he should read the entire educational discussion, pages 15-145 in- 
clusive. For the two great steps — classifying and branching — to be taken in mastering a 
branch of learning, read pages 29-31, the preface, and page IGO. 

FARTICULABS: 

1. No parallel can be found in the annals of the world. 

2. The time for action came and passed. 

3. He reports that the king is dead. 

4. Whom does he honor more than me ? 

5. Whither I go, ye cannot come. 

6. I have come that I may see. 

7. It is strange that you should think so. 

8. The fact that he killed her is apparent. 

9. It is just in that it is right. 

10. We are sorry that it is so. 

11. He was so weak that he feU. 

12. That the earth is a sphere is easily proven, 

13. Be so good as to go. 

14. He is taUer than I am. 



536 TEE SYSTEM METHOD. 

15. I chose him as honest. 

16. I would go rather than stay. 

17. I am doubtful as to him. 

18. To be good is to be great. 

19. To be a Sumner is to be a scholar. 

20. To steal is base. 

21. Beelzebub, than whom none higher sat, with grave aspect rose. 

22. He constructs two trenches thirteen feet wide. 

23. He collects his own nearer the mountain. 

24. He died many years ago. 

25. He is worthy praise. 

26. He came an hour sooner. 

27. This house is built a gi'eat deal better. 

28. Vice is a monster of so frightful mien, 

As, to be hated, needs but to be seen. — Pope. 

29. Solomon, than whom there never was a wiser man, says, " Wisdom is more 

precious than rubies." 

30. Unless I am mistaken, it was he. 

31. If you are honest, j'ou wiU be respected. 

32. Ye shall not touch it, lest ye die. 

38. The teacher praised you more than me. 

34. This is a proof that he never came. 

35, Man never is, but always to be, blest. 
86. He is not as clever as you are. 

37. Be it a trifle, it will be well done. 

38. I should be guilty of ingratitude, than which nothing is more shameful. 

39. As I began, so I wiU finish. 

40. They chose Henry rather than him. 

41. More women than men were present. 

42. There I brought her as pitying her hard usage. 

43. To be innocent is to be not guilty, but to be virtuous is to overcome our 
evil inclinations. 

44. His zeal was wondered at. 

45. The servant was spoken to by his master. 

46. Gray hairs are Death's blossoms. 

47. What if the foot, ordained the dust to tread. 
Or hand, to toil, aspired to be the head? — Pope. 

48. You have confessed yourself a spy. 

49. Virtue consists in being good. 

50. He has not been here since then. 

51. A wandering harper, scorned and poor. 

He begged his bread from door to door. — Scott. 

52. He saidthat that that that that man said, was not that that that that man 

should say. 

53. The English hate the French as frivolous. 

54. Ye shall be as gods. 

55. A noun is a name; as, man, eagle. 



BBANCHINa TEE GLASSES. 537 

56. It is used as a conjunction. 

57. He was regarded as dangerous. 

58. Arnold's success as teacher was remarkable. 

59. The circumstances are as follows. 

60. Assume it as a fact. 

61. She reigns as queen. 

63. A greater than Solomon is here. 

63. It shall be more tolerable for Sodom and Gomorrah in the day of Judgment 

than for that city. 

64. These things I say that ye might be saved. 

65. His stay here will be short. 

66. I see men as trees walking. 

67. As many as desire may go as soon as they choose. 

68. The messenger comes running. 

69. He rode seated between two officers. 

70. It is I, Hamlet, the Dane. 

71. I sang cheerily all day long. 

72. Dying for principle is a higher virtue than scolding. 

73. The blessed to-day is as completely so 

As who began three thousand years ago. — Pope. 

74. He is taUer than John. 

75. He is as good as she. 

76. We listen when pleasure caUs. 

77. The year when Chaucer was born is uncertain. 

78. I shall not lag behind, or err 
The way, thou leading. 

79. He that hath ears to hear, let him hear. 

80. It is pleasant to see the sun. 

81. I am pleased because this has happened, but I should have been disap- 
pointed if it had fallen out otherwise ; and I think that even now some of my real or 
supposed friends will be more surprised by the arrangement than satisfied with it. 

82. History tells us that Socrates said that he was declared by the oracle to be 
the wisest of men merely because he knew that he knew nothing. 

83. For me to labor and you to be idle would be unjust. 

84. Better to reign in hell than sei^ve in heaven. 

85. Where he was born is uncertain. 

86. He traded with what capital he had. 

87. Six times two are twelve. 

88. Twice one are two. 

89. He is a great deal worse. 

90. The country was not a cent richer. 

91. I wiU not be a step behind. 

92. His spear was six feet long. 

93. It is the foible of American youth, pretension. 

94. It is a curious fact in modern history, the gi'owth of the machine shop. 

95. It is James and Henry. 



538 THE SYSTEM METHOD. 

96. It was for Alexander to die in the prime of life. 

97. It was the day that we came home. 

98. It was in this tree that the rabbit ran. 

99. Let us smoke, as it were, the pipe of peace. 

100. He rushed down the hiU, heels over head. 

101. They tore him limb from limb. 

102. They go hand in hand. 

103. Bit by bit the coming years steal all from us but woe. — Lowell. 

104. He is crippled, hand and foot. 

105. I purchased the following articles ; namely, tea, coffee, and sugar. 

106. I would that I were young again. 

107. Add the tens as if they were units. 

108. If the sum can be expressed by one figure, %vrite it under the column added. 

109. The man is, as it were, clapped into jail by his consciousness. 

110. Be it enacted, that schools shall be established. 

111. I know him to be honest. 

113. This is a subject on which to show your powers. 

113. He was so blind as not to see the danger. 

114. The difficulties were so great as to deter him. ;" 

115. He knew better than to resist. 

116„ He would sooner go than stay. s^ 

117. He had more money than he knew what to do with. \ 

118. The time was that I hated thee. \ 

119. He is conscious that he has done wrong. 

120. It is to this place that the guUs resort. ■ ' 

121. What man enters dies, 

122. I have nothing to say. 

123. She soured to what she is. 

124. He is a fool in that he believes others to be as deceitful as he is. 

125. They loved each other. 

126. They hate one another. 

127. He has more than atoned for his fault. 

128. He more than atones for his fault. 

129. They regarded him as being dangerous. 

130. He is acting as governor. 

131. As mayor of the city, I feel much aggrieved. 

132. Shakspeare excels as a poet. 

133. The beggar is greater as a man than the man is merely as a king. 

134. I had as lief they would put ratsbane in my mouth as to attempt to stop 
it with security. 

135. In this sense, the word means to place in an equal state as to obUgation. 

136. John, as well as James, is here. 

137. Five less two are three. 

138. They move nearer the grounds. 

139. He is a man worthy to be admired. 

140. He is a man worthy admiration. 



SBANCEING THE CLASSES. 539 

141. We were deceived as to his honesty. 

142. As for me and my house, we will serve the Lord. 

143. As for me, give me Uberty or give me death. 

144. He did nothing but laugh. 

145. I could not Uve but for my hope of eternal Ufe. 

146. He gave you more than me. 

147. There is nobody at home but I. 

148. There was no man but prophesied revenge. 

149. Tou can but try. 

150. Every one can master a grief but he that has it. 

151. But and if that servant say in his heart. My Lord delayeth his coming, the 
lord of that servant will come at a day when he looketh not for him. 

152. He never fought except in his own defense. 

153. Except a man be born again, he cannot see the kingdom of God. 

154. There is no diderence except that some are heavier than others. 

155. The smoother the surface, the deeper the water. 

156. Better not to be at all than not be noble. 

157. Evil, as well as good, hath its errands. 

158. I shaU see you, then, when you come. 

159. The wiser he grew, the humbler he became. 

160. He did not decide the question as to who was the owner. 

161. As to what is the usual course in such matters, I can give no opinion. 

162. I will not be a step behind. 

163. The painter flattered her a Uttle. 

164. It does not matter one marble spUnter. — RusMn. 

165. I would not care a pin, if the other three were in. — Shakspeare. 



DEMONSTRATION XXXI. 



FACT MATTES,— Analysis, or Dissection : 

a. Analysis. — Real, or true, analysis is discovering the attributes of 
the words (the parts) of the sentence that cause those words to belong in 
classes; and this discovering of the attributes of the words, when done as 
a system-led process, is branching— an up-the-tree process. For a fuller 
explanation of what true analysis is, see pages 101 and 113; and for exam- 
ples of analysis as such a system-guided process, see Work-Book No. 20, 
Programs XXII. and XXX. True analysis "is a tracing of things [words] 
to their sources [classes]." — Webster. And mark that so far as this "tracing 
(or branching) of words to their classes" is a system-led (system-like) proc- 
ess, it is a branching process, led by the branch guide, the tree. True 
analysis, in grammar, is analysis of the word, not of the sentence. But 



540 THE SYSTEM METHOD. 

what is commonly called analysis, in grammar, is in reality sentence dis- 
section (from dis, apart, and sectum, to cut); for it is but a cutting apart of tlie 
joints between tbe parts of the sentence, as may be seen in any system of 
diagramming. 

b. When to be Learned. — Not as a primary, but only as a higher, 
study; not in the primary, but only in the advanced grades of schools. Since 
in disengaging the elements from each other, each word, or part, must be 
reviewed in its various and complex relations with every other part, or 
word, and with the sentence whole, for young children the study of "anal- 
ysis" is quite impossible; for such complex undertakings can be well per- 
formed only by minds understanding what the parts are, to what classes they 
belong. This grammatical exercise, called analysis, may be presented to 
students, with some assurance of their success, at any time after the reduc- 
ing of the particulars to classes (see Prog. XXII., page 485) is accomplished, 
but not before with safety. For, by the very nature of the process, unless 
conducted as a mere toy-like or rote exercise, the mind is compelled to hold 
the attention upon a multiplicity of parts at one and the same time. 

The only efficient "analysis" is such as ifeexpressed by continued and 
coherent speech on the part of the learner. With young children, or children 
younger than twelve to twenty years, this also is quite impossible, except as 
it is carried on by rote, which is worse than useless. Coherent speech con- 
tinued is impossible, until that finishing acquisition is attained, namely, the 
power of seeing, or mirroring, whole in part and part in whole. And that 
student, who, in analysis, has discursive thought and speech in reporting 
upon his diagrammed analyses, may be assumed to be well acquainted, not 
only with the particular sentence diagrammed, but with the laws, or prin- 
ciples, pertaining to all its parts. Success at discursive and coherent speech 
upon the general, or whole, the particulars of which have been previously 
studied, is the proper principle of, and evidence for, promotion. 

C. Word. — The whole of which the letter is the part. 

d. Element. — Any part of a sentence. Of the elements of sentences, 
there are four general kinds, — essential, accessory, connective, and inde- 
pendent. 

e. Essential, Element. — The verb and substantive forming the 
frame-work of a sentence: as, He can swim; Who am I? Plato, t&OB reasonest 
well; He crushed, the others may be persuaded; Preaching is teaching; For- 
getting the books delayed us. 

f. Connective Element. — A preposition or conjunction; as, Man is 
born to die; He differs from you; James and Henry remain; You may go, bat 
I will remain; I will go if it be possible; Whom does he honor more than 
me? I consider him as honest; Ye shall be as gods; It is right in that it is 
just; That he will succeed is evident (See Demonstration XX., Obs. f, 1); 
Less judgment than wit is more sail than ballast. 



BBANCHING THE CLASSES. 541 

g. 4. Independent Element. — One limiting no other in the sentence; 
and not essential; as, Mercy! is the man killed? Plato, thou reasonest well, 
He destroyed, the rest will yield; Ah me! that I the judge's bride might be; 
Spain! thou wert of yore the wonder of the realms; Whoop, Jug! I love 
thee! The ship came into harbor, colors flying and gnns firing; The mount- 
ains rose, hight above hight; They sit side by side; Whatever is, is right. — 
Pope; " Respectfully yours, Henry Mendendall " (signature to a letter). 

h. Accessory Element. — Any element attached to another; one not 
essential to the frame-work of a sentence; as, He can swim; Who am I? 
Plato, thou reasonest well; He was ordered to go ; He is true. 

Of accessory elements, there are six divisions, — the adjectival, the ad- 
verbial, the adjectival, the infinitive, the participial, and the predicate. 

1. Adjectival Element. — One limiting a substantive; as. The good man is dead; 

Changing his mind, he painted it white; His being false is shameful; To be 
good is to be happy {good and happy may be said here to limit the 
substantive verbs be); I regard him as honest; Being defeated, he re- 
tired; The boy who laughs, grows fat; The apostle Paul persecuted the 
Church; He talks of a return [to] home; The wicked shall perish, 
as all the world know; Time to come is called future; I feel my pulse beat- 
ing. The Pilgrim Fathers, where are they ? He is ruined, mind and body ; 
A noun is a name ; as man, eagle. 

2. Objective Element. — The direct or factitive object of a transitive verb; as, 

They called her Mary; They paid him money; We forgive our friends 
their debts; We saw him; I believe whoever believes me. 

3. Adverbial Element. — A word, or an objective with or without a preposi- 

tion, employed like an adverb; as, Man is wonderfully organized; He 
stopped at Rome; It led them to a mutual respect; They remained one 
hour; He came an hour sooner; I paid him the money; He starts to-mor- 
row; Whom does he honor more than me? Less judgment than wit is 
more sail than ballast; The wheat measured more than three bushels; I 
shall go if it be possible; It is right in that it is just; I would better die 
than live falsely; I would rather go than stay; The lake is ten miles long. 

4. Infinitive Element. — An infinitive used as a verbal complement; as, I 

shall live; Thou mayst love; I had rather be a kitten and cry mew; I heard 
him sing; I feel my pulse beat; I see its sparkling bubbles swim. 

5. Participial Element. — A participle used as a verbal complement; as, The 

day is ending; I have written; It is to be remembered; He is universally 
respected; Be ye reconciled to God; Bills are requested to be paid in advance. 
0. Predicate Element. — Any substantive or adjective in the predicate after 
a copula; as. He is true; We found him to be true; It is they; Doing is 
not sleeping; Hassan is my name; They took him to be an enemy; They 
hated him as being an enemy; I consider learning to be branching, 
i. Simplicity. — The parts of a sentence are also distinguished accord- 
ing to the principle of simplicity, into simple, complex, and compound. 



542 TEE SYSTEM METHOD. 

1. Simple Element. — One not limited by any other; as, The cherries are ripe. 

2. Complex Element. — One taken with its modifiers; as, The cherries are 

very ripe. 

3. Compound Element. — Two elements joined by a co-ordinate conjunction; 

as, Man is fearfully and wonderfully made. 

j. Base. — That word to which a modifier is attached; as, The cherries 
are very ripe; We met a spry young mail; He will come if it be possible; We 
consider him as worthy; See the goose standing on one foot; See the goose 
standing on one foot; He is blessed with a good home; Caesar might have been 
crowned; Caesar might have been crow7ied. 

iVofe.— Whenever it happens that the base is either the essential verb or the essential 
substantive, it is more properly called, not "base," but " the essential element; " since ju- 
dicious teaching will fail, at no favorable circumstance, to fix the learner's thought upon 
what is essential in the sentence whole. No competent explanation will leave undistinguished, 
on the student's part, what is essential, and what is merely accessory or connective or inde- 
pendent, in the sentence. 

In "The cherries are ripe" and "Caesar might have been cro^vned," we speali, not of 
cherries, are, Ccesar, and might as bases, but of each as being an "essential element," 
though, to be sure, each of these four words is a base. Moreover, in "He is true," "It is 
John," "We proved him to be false," " Giving is receiving," "It is he," we speak not of 
true^ John, false, receiving, he, as " elements " at all, but merely as being " predicate adjec- 
tive," "predicate noun," "predicate pronoun," "predicate participle," or "predicate sub- 
stantive,'" according as the case may be, and according to our choosing. 

k. Class. — Elements are further distinguished in relation to their 

bases, into first-class, second-class, and third-class elements. 

1. First-Class Element. — One whose base is a single part of speech; as, The 

lake is very rough; We met John Jones; Caesar might have been crowned. 
{Have been crowned is to be considered an element of the first class, be- 
cause its base is the single word have.) I must go; The day is ending; 
Being defeated, he retired. 

2. Second-Class Element. — One whose base is the object of a preposition; 

as. He came to stay permanently; We find them in the woods and by the 
streams; Time to come is called future. 

3. Third-Class Element. — A subordinate sentence, or clause; as,. The boy 

who laughs, grows fat; Whatever is, is right; That he will succeed is evident; 
Many things depend on who built the house. 

Note.— Let it be carefully observed that a third-class element may be, and often is, in- 
cluded within a second-class element. Thus in the last sentence above, while " Who built the 
house " is a subordinate sentence, and therefore an element of the third class, yet "on who 
built the house," taken as a whole, is an element of the second class, since its base, "who 
built the house," is the object of the preposition on. 

1. Sentence. — The whole of which the word is the pa'-t. Sentences 
are divided according to the principles of simplicity, rank, and assertion. 

m. As TO Simplicity. — As to simplicity, sentences are simple, com- 
plex, compound, parLial compound, and complex compound. 
1. Simple Sentence. — One containing but one verb and one subject; that is, 

one containing but two essential elements; as, He ordered the bridge to 

be broken down; The boy grows fat 



BRANCHINO THE CLASSES. 543 

2. Complex Sentence. — One containing a third-class element; as, The boy 

who laughs, grows fat; Whatever is, is right; What man enters, dies; If he does 
not hear, I am mistaken. 

3. Compound Sentence. — Two or more sentences joined by a co-ordinate 

conjunction. 

4. Partial Compound Sentence. — One whose essential substantive has two or 

more essential verbs, or one whose essential verb has two or more 
essential substantives; as, John went and returned; John and James went. 

5. Complex Compound Sentence. — A compound sentence containing one or 

more complex sentences; as. The dispatch which was sent last night 
was received, and the news has created a joy of which we had not 
dreamed. 

n. As TO Rank. — As to rank, sentences are principal, subordinate, 
leading, and co-ordinate. 

1. Principal Sentence. — One forming but not limiting either the part or the 

whole of a complex sentence; as. The boy who laughs, grows fat; That he 
will succeed is evident; Whoever studies will learn. 

Note.—Yifii it be observed that while, in the sentence, "The boy who laughs grows fat," 
the principal sentence, "The boy grows fat," forms but part of the complex sentence whole, 
on the contrary, in "Whoever studies will learn," the principal sentence includes the entire 
complex sentence; for the subordinate sentence, " Whoever studies," is itself the subject of, 
and is thus incorporated in, the principal sentence, "M^ioever studies will learn," which is 
the same as the whole complex sentence. 

2. Subordinate Sentence — One either forming or limiting some part of a 

complex sentence; as. The boy who laughs, grows fat; That he will succeed 
is evident; Whoever studies will learn. (See Demonstration XS., Obs. f.) 

Note.— Observe that while, in the complex sentence, "The boy who laughs, grows fat," 
the subordinate sentence, "Who laughs," merely ?i»'i^s the word "boy," a part of the com- 
plex sentence whole, on the contrary, in the sentence, " That he will succeed is evident," the 
subordinate sentence, "That he will succeed," actually /orwis a part (a subject part) of the 
complex sentence whole. 

3. Leading Sentence. — The first of the two or more simple or complex sen 

tences contained in a compound sentence. 

4. Co-ordinate Sentence. — -Any sentence contained in a compound sentence 

not of unequal rank with the leading sentence. 

0. As TO Assertion. — As to assertion, sentences are divided into the 
classes declarative, interrogative, imperative, and exclamatory. 

1. Declarative Sentence. — One that does not ask a question, and whose verb 

is either an indicative or a subjunctive; as, James arrived yesterday; I 
will go if it is possible; He will maintain his integrity though he lose his 
estate; He asked who the man was. 

2. Lnterrogative Sentence. — One that asks a question, and whose verb is 

indicative; as. Did James go to the city? He asked, " Who was the man? " 

3. Lmperative Sentence. — One whose verb is in the imperative mood; as, Run 

to your houses; Fall upon your knees; Somebody ring the bell; Hal- 



544 



THE SYSTEM METHOD. 



lowed be thy name; Be he a king, he is still a dependent creature; May 
you ever prosper; Exalt we his name; Be this our motto. 
IV. Exclamatory Sentence. — One expressing an outcry of pain, surprise, 
anger, or the like; as. How are the mighty fallen! 

DIAGRAMMING— T\\e System of Diagrammmg Explained: 

1. The two essential elements are joined by the vertical tie, f 

2. The objective element is set off by a vertical bar, |, the adjectival 
element by the same bar with its top slanting to the left, and the adverbial 
element by the same bar with its top slanting to the right. 

3. The infinitive element is set off by the adverbial bar with a hook to 
the left, ]/ , and the participial element by the same adverbial bar with a 
hook to the right. 

4. The predicate substantive is set off by a horizontal bar, , to 

which the predicate adjective adds the adjectival bar, \. 

5. Relative pronouns, conjunctive adverbs, and prepositions and their 
objects are underscored with a single line, and conjunctions are inclosed in 
parentheses. 

6. Words to be supplied to complete a sentence whole are inclosed in 
brackets, [ ]; and factitive adjectives and substantives are set off as are 
predicate adjectives and substantives, but they are put adjacent to the 
direct object. 

7. The bar is lengthened to include two or more elements, and the 



8. Independent elements are placed above, and separate from, the sen- 
tence body proper, and any modifier of a sentence whole is joined to the 
tie by a connecting line. 

Prog, XXXI. — Complete Program for Written and Oral Analysis. 



^™P^f 1 declarative 

. , complex interrogative 

IS a compound imperative 
partial compound exclamatory 

1^ complex compound J |^ •' 

is the subject, 



sentence. 



2. Of which 

3. Of which is the essential element, 

4. Unmodified; or modified by , 

f adjectival ■] 

1 objective | 

•{adverbial J- element of the 

I infinitive | 

[participial J 

6. Of which , the base, is [here repeat 4 and 5] . 



5. A \ ''"•?!'' 
( complex 



first 

second 

third 



class. 



7. Of which sentence, also, 



-is the predicate, 



BBANGHINa THE GLASSES. 545 

8. Of which is the essential element, 

9. And a predicate ] ^ ^^ ^T.- > [here, if necessary, repeat 4 and 5]. 

^^ j is I \^ connective, 

I is also ) I an independent element. 

Note. — To beginners, unless they are thoroughly grounded in the work of branching, the 
teacher may assign such simple sentences as will require only a part of the ten steps of the 
program above. Thus, the simple sentence, "Flowers bloom," would require but four (1st, 
2d, 4th, and 7th) of the ten steps : Flowers hlbom (1.) is a simple declarative sentence, (2.) of 
which^?owers is the subject, (4.) unmodified. (7.) Of which sentence, also, bloom is the pred- 
icate, (4.) unmodified. 

But to students having been measurably successful in branching by the work-tree com- 
plete, this entire 10-step program may safely be presented at the outset of the work in this 
dissecting work called analysis. In his first exercises, the learner should be directed to com- 
mit this work to writing. 

TA^TICTJIjAnS: 

Note. — In so far as a supply of sentences, thoroughly exhaustive for parsing or branch- 
ing or analyzing (dissecting), has already been provided in the thirty demonstrations already 
given, we shall give here only such and as many sentences as are needed to illustrate the sys- 
tem of diagramming above explained, and demonstrate its adaptability to every species, even 
the most difficult, of the English sentence. Attention is invited to this system of diagram- 
ming as ej'pressing the greatest possible number of things which it is desirable to make sa- 
lient in the explanation of the sentence. 

1. The fox caught the hen. 

2. We found three pairs of scissors in the wheat. 

Diagramming : 

r- fox \ The r ^^ 

/ In wheat \ the 



2. 

. caught I hen \the 



Analysis : 

1. "The fox caught the hen," is a simple declarative sentence, 

2. Of which the fox is the subject, 

3. Of which fox is the essential element, 

4. Modified by the, 

5. A simple adjective element of the first class. 
6. 

7. Of which sentence, also, caught the hen is the predicate, 

8. Of which caught is the essential element, 

4. Modified by the hen, 

5. A complex objective element of the first class, 

6. Of which hen, the base, 

4. Is modified by the, 

5. A simple adjective element of the flurst class, 

35 



Uhree 
\ ^ 



found Uhree 

I pairs \ Qf scissors 



546 THE SYSTEM METHOD. 

3. Csesar miglit have been crowned. 

4. The ship which sailed yesterday was laden with salt. 



Diagramming . 
. "Caesar 



sailed / yesterday 
. might l/have A been A crowned L was / laden / with salt 




1. "Caesar miglit have been cro^vned," is a simple declarative sentence, 

2. Of which Ccesar is the subject, 
3. 

4. Unmodified. 

5. 

6. 

7. Of which sentence, also, might have been crowned is the predicate, 

8. Of which might is the essential element, 

4. Modified by have been crowned, 

5. A complex infinitive element of the first class, 

6. Of which have, the base, 

4. Is modified by been crovmed, 

5. A complex participial element of the first class, 

6. Of which been, the base, 

4. Is modified by crowned, 

5. A simple participial element of the first class. 

1. "The ship which sailed yesterday was laden with salt," is a complex declara- 

tive sentence, 

2. Of which the ship which sailed yesterday is the subject, 

3. Of which ship is the essential element, 

4. Modified, first, by the, 

5. A simple adjective element of the first class, 
And secondly, by which sailed yesterday, 

5. A simple adjective element of the third class, 

2. Of which which is the subject, 

3. 

4. Unmodified. 

5. 

6. 

7. Of which subordinate sentence, also, sailed yesterday is the predicate, 

8. Of which sailed is the essential element, 

4. Modified by yesterday, 

5. A simple adverbial element of the first class. 
6. 

7. Of which sentence, also, was laden with salt is the predicate, 

8. Of which was is the essential element, 



BRANGEING THE CLASSES. 54^ 

4. Modified by laden with salt, 

5. A complex participial element of the first class, 

6. Of which laden, the base, 

4. Is modified by with salt, 

5. A simple adverbial element of the second class. 

5. The business is such as concerns me. 

6. The conditions of the agreement were as follows. 
Diagramming : 

r- business NThe }^^^ 

^ conditions \ „ ^ X^-.. 

\ of agreement \tne 



\ such 

L J 1 . L were I 

L concerns I me L follows 

Analysis : 

1. "The business is such as concerns me," is a complex declarative sentence, 

2. Of which the business is the subject, 

3. Of which business is the essential element, 

4. Modified by the, 

5. A simple adjective element of the first class. 

7. Of which sentence, also, is such as concerns me is the predicate, 

8. Of which is is the essential element, 

9. And business, understood, a predicate substantive, 

4. Modified first by such, 

5. A simple adjective element of the first class, 
And secondly, by as concerns me, 

5. A simple adjective element of the third class, 
2. Of which as is the subject, 
4. Unmodified. 

7. Of which subordinate sentence, also, concerns me is the predicate, 

8. Of which concerns is the essential element, 

4. Modified by we, 

5. A simple objective element of the first class. 

7. Buy what you want. 

8. The wicked shall perish, as all the world knows. 



Diagramming : 

- [ y°» ] 

•7 p you 

. Buy I 



The 
.[peoph]\ 

\ wicked r'^'^'-Itl\ 



, N 

_ want I what L shall /perish 

Analysis : 

1. "Buy what you want," is a complex imperative sentence, 

3. Of which [youj is the subject, 

4, Unmodlfiied. 



all 
the 
knows! as 



548 THE SYSTEM METHOD. 

7. Of which sentence, also, buy what you want is the predicate, 

8. Of which buy is the essential element, 

4. Modified by what you want, 

5. A simple objective element of the third class, 
2. Of which you is the subject, 

4. Unmodified. 

7. Of Tifhich subordinate sentence, also, want what is the predicate, 

8. Of which want is the essential element, 

4. Modified by what, 

5. A simple objective element of the first class. 

8. "The wicked shall perish, as aU the world knows," is a complex declarative 
sentence, of which the wicked \peo2}le~\ is the subject, of which jDeople, understood, 
is the essential element, modified by the and wicked, two simple adjective elements 
of the first class. Of which sentence, also, shall perish is the predicate, of which 
shall is the essential element, modified by perish, a simple infinitive element of the 
first class. Of which complex sentence, also, the principal-sentence part is modified 
by as all the world k?iows, a simple adjectival element of the third class, of which 
all the world is the subject, of which world is the essential element, modified by 
all and the, two simple adjectival elements of the first class. Of which subordinate 
sentence, also, knows as is the predicate, of which knows is the essential element, 
modified by as, a simple objective element of the first class. As is also a subor- 
dinate connective. 

9. If thou read this, O Caesar, thou mayst live. 
10. It is important what he is. 
Diagramming : 



O, Caesar 
_ thou 



9. 



(If) ^ It 

_ thou 



_ mayest /live / 



ID 



-he 



- is what 



important 



_ read I L J \ this 
Analysis : 

9. "If thou read this, O Caesar, thou mayst live," is a complex declarative 
sentence, of which thou is the subject, unmodified. Of which sentence, also, 
mayst live if thou read this is the predicate, of which mayst is the essential ele- 
ment, modified by live if thou read this, a complex infinitive element of the first 
class, of which live, the base, is modified by thou read this, a simple adverbial 
element of the third class, of which thou is the subject, unmodified, and read 
this [paper] the predicate, of which read is the essential element, modified by 
this [jjaper] , a complex objective element of the first class, of which 2Mper, 
understood, is the base, modified by this, a simple adjectival element of the first 
class. Coenar are two independent elejnents, and if is a subordinate connec 
tive, joining its clause to live. 



BRANGHING THE GLASSES. 



549 



10. " It is important what he is," is a complex declarative sentence, of which 
it what he is is the subject, of which it is the essential element, modified by what 
he is, a simple adjectival element of the third class, of which he is the subject, 
unmodified, and is what is the predicate, of which is is the essential ele- 
ment, and what a predicate substantive. Of which principal sentence, also, is 
important is the predicate, of which is is the essential element, and important a 
predicate adjective. What is also a connective. 

11. The book is where you laid it. 

12. It is right in that it is just. 

Biagramm,ing : 

r- book \ The 

It 



11 



{ 



laid 



where . 



12 




just 



'it Lis Z A right 

Analysis : 

11. "The book is where you laid it," is a complex declarative sentence, of 
which the book is the subject, of which book is the essential element, modified by 
the, a simple adjectival element of the first class. Of which sentence, also, is 
where you laid it is the predicate, of which is is the essential element, modified 
by where you laid it, a simple adverbial element of the third class, of which you 
is the subject, unmodified, and where laid it the predicate, of which laid is the 
essential element, modified by where, a simple adverbial element of the first 
class, and also by it, a simple objective element of the first class. Where is also 
a subordinate connective. 

12. "It is right in that it is just," is a complex declarative sentence, of which 
it is the subject, unmodified. Of which sentence, also, is right in that it is just 
is the predicate, of which is is the essential element, and right a predicate ad- 
jective. Is is also modified by in that it is just, a simple adverbial element of 
the second class, of which it is just, the object of the preposition in, is a simple 
element of the third class; of which if is the subject, unmodified, and. is just 
the predicate, of which is is the essential element, and just a predicate adjective. 
That is a subordinate connective. 

13. She boiled the eggs hard. 

14. They elected him president. 
Diagramming : 

f-She —They 



13 



J4-. 



. elected I him — president 



- boiled 1 eggs . A hard 

\the 

Analysis : 

13. " She boiled the eggs hard," is a sim. declar. sen., of which she is the 



650 THE SYSTEM METHOD. 

subject, unmodified. Of which sentence, also, hmled the eggs Tiard is the 
predicate, of which hoiled is the essen. ele., modified by the eggs hard, a compl. 
obj. ele. of the 1st class, of which eggs is the base, and hard a factitive adjec- 
tive. Sggs is also modified by tlie, a sim. adj. ele. of the 1st class. 

14. " They elected him president," is a sim. declar. sen., of which they is the 
subject unmodified. Of which sen. also, elected him president is the predicate, of 
which elected is the essen. ele., modified by him and president, two simple obj. 
eles. of the first class, of which him is the direct, and 2^'^'^sident the factitive, 
object. 

15. We could not conceive what liad made him v^hat we found 
him. 

16. I am doubtful as to your statement. 

17. His reasons are as grains of sand. 
Diagramming : 

We ' 



15, 



[ what 
/ I r 

had l>' made I him — I , 

L found I him _ what 
it — — 



I — I i^ reasons \ His 



16. 



(as) 
A doubtful / to statement 



17. 



(as) . 

_ are grains \ of sand 



Analysis: 

15. "We could not conceive what had made him what we found him," is a 
compl. declar, sen., of which we is the subject, unmodified. Of which sen., also, 
could not conceive (and all that follows) is the predicate, of which could is the 
essen. ele., modified first by not, a simp. adv. ele. of the 1st class, and secondly, by 
conceive what had made (and all that follows), a compl. infinitive ele. of the 1st 
class, of which conceive, the base, is mod. by what had made (and what follows), 
a sim. obj. ele. of the 3d class, of which what is the subject, unmodified, and had 
made (and what follows) the predicate, of which had is the essen. ele., mod. by 
made him (and what follows), a compl. participial ele. of the 1st class, of which 
made, the base, is mod. by him (and what follows), two sim. obj. eles., of which 
him, the direct object, is of the 1st class, and what we found him, the factitive 
object, is of the 3d class, of which we is the sim. sub., unmodified, and found 
him, what the predicate, of which found is the essen. ele., modified by him and 
what, two simple obj. eles. of the 1st class, of which him is the direct, and what 
the factitive, object. The whats are also subordinate connectives. 

16. " I am doubtful as to your statement," is a sim. declar. sen., of which J is 
the subject, unmodified. A>n doubtful as to your statement is the predicate, of 
which am is the essen. ele., and doubtful a predicate adjective, mod. by to state- 



nRANCHlNCf THE CLASSES. 551 

ynent, a sim. adv. ele. of the 2d class. As is a subordinate conjunctiou, joining 
to statement (the modifier) to the thing modified, doubtful. 

17. " His reasons are as grains of sand," is a sim. declar. sen., of ■which 
his reasons is the subject, of which reasons is the essen. ele., mod. by his, a sim. 
adj. ele. of the 1st class; of which sentence also, ai-e as grctitis of sand is the 
predicate, of which are is the essen. ele., and grains a predicate substantive, mod. 
by of sand, a sim. adj. ele. of the 2d class. As is a subordinate conjunction 
(connecting are, the governor, and grains, the word governed — in the nomina- 
tive). 

18. We chose Mm as honest. 

19. A noun is a name; as, man, eagle. 

20. Liberty was theirs [ ] as men['s]. 

21. Arnold's success as teacher ['s] was remarkable. 

Remarks: 

1. Honest ia an adjectival modifier of him, and as is a subordinate conjunction. (See 
Demonstration XX., d, notes 1 and 2.) 

2. JIan and eagle are adjectival to name, and this second as is also the subordinate con- 
junction. (See p. 478.) 

3. The 's is omitted from men and teacher, because of the fact that, as appositives to 
theirs and Arnold's, they stand less directly connected to the nouns limited, {jaossessionl and 
success, than do theirs and Arnold's. Before parsing, branching, or analj-zing, the 's is to be 
supplied to men and teacher, which words, otherwise, do not fit, and are unexplainable by, 
the system of grammar, except as "figures of speech." But to explain a word is to show how 
it is law-like, how it fits, or belongs in, the science-tree system of grammar ; therefore, to 
pretend to explain men and teacher, by sajang that they " are examples of the ' figure of 
speech,' called enallage," is to pretend to show that men and teacher are law-like things by 
showing that they are lawless ! It is proving that these words fit the system by proving that 
they do not fit the system! being "examples of enallage." lien, and teacher here in these 
incomplete sentences are what an arm would be in an incomplete man, —a man with a liga- 
ment absent by which arm is attached to shoulder. Such missing ligament (which is here the 
missing 's) must be supplied before such arm can either be made to fit the man whole or to 
accord with, and be explained in the light of, the arm system. So here: the missing 's 
must be supplied before such word (man or teacher) can either be made to fit the sentence 
whole or to accord with, and be explained in the light of, the word sj'stem — the science-tree 
system, as sho-wn on page 494. Whenever it is seen, by grammarians, that grammar is a tree 
system of the word, students in the schools will immediately discover the organisms (animals, 
plants, etc.) of nature as its indispensable aids,— grammatical electric lights, as it were, — and 
grammar will take on an efficacy heretofore little dreamed of. 

Diagramming : 

^ Liberty (as) 

Success \ Arnold's \ "teacher's 



20. 



(as) 
_ was -T possession l \ theirs V men's 



21 



r 

was i remarkable 



20. "Liberty was theirs as men ['s]," is a sim. declar. sen., of which liberty is 
the subect, unmodified. Of which sentence, also, ivas theirs as nien^s is the 
predicate, of which was is the essen. ele., and possession, understood, a predicate 
noun, modified by thei7-s as men's, a compl. adj. ele. of the 1st class, of which 



552 



THE SYSTEM METHOD. 



theirs, the base, is mod. by men's, a sim. adj. ele. of the 1st class. As is a sub- 
ordinate conjunction, joining rnert's to theirs, with which meri's is in apposition. 

22. He is taller than I. 

23. Whom does he honor more than me? 

24. Less judgment than wit is more sail than ballast. 

25. I would better die than live falsely. 

26. I would rather go than stay. 

27. Beelzebub, than whom none higher sat, with grave aspect rose. 

Eemarks : 

1. In the 22d, / [ami is an adverbial modifier of the adjective taller, to which it is joined 
by the subordinate conjunction than. 

2. In the 23d, »ie is the adverbial object of the adverb more, to which the same subordi- 
nate than joins it. 

3. In the 26th, the infinitive substantive stay is an adverbial objective of the cojpparative 
adverb rather, which modifies would. 

Diagramming : 

(than) ^ 

— judgement \ less / wit 



24. 



( than ) 
sail \ more / ballast 



25. 



Zdie 
(than) 
ter/live /falsely 



. Beelzebub 



27. 




none 

(Ihan) 
/ whom 



grave 



Arialysis : 

24. "Less judgment than wit is more sail than ballast," is a sim. declar. sen., 
of which less judgment than ivit is the subject, of which judgment is the 
essen. ele., mod. by less than wit, a compl. adj. ele. of the 1st class, of which 
less, the base, is mod. by wit, a sim. adv. ele. of the 1st class. Than is a subor- 
dinate connective. Of which sentence, also, etc. 

25. " I would better die than live falsely," is a sim. declar. sen., of which / 
is the subject, unmodified, bmA would better die than live falsely is t\x& predicate, 
of which would is the essen. ele., mod. by die, an infin. ele. of the 1st class, 
and also by better than live falsely, a compl. adv. ele. of the 1st class, of which 
better, the base, is mod. by live falsely, a compl. adv. ele. of the Ist class, of 
which live, the infin. base, is mod. by falsely, a sim. adv. ele. of the 1st class. 
Than is a subordinate conjunction. 

37. " Beelzebub, than whom none higher sat, with grave aspect rose," is a 
compl. declar. sen. , of which Beelzebub, than whom, none higher sat, is the subject, 
of which Beelzebub is the essen. ele., mod. by than whom none higher sat, a sim. 
adj. ele. of the third class, of which none \one'\ is the subject, of which one, un- 
derstood, is the essen. ele., mod. by none, a sim. adj. ele. of the 1st class. Of 



BBANonma the classes. 553 

which subordinate sentence, also, sat higher than whom is the predicate, of which 
sat is the essen. ele., mod. by higher than whom, a compl. adv. ele. of the 1st 
class, of which higher, the base, is mod. by whom, a sim. adv. ele. of the 1st 
class. Than is a subordinate conjunction, joining whom, the word governed, 
and higher, the adverb that governs whom (see Demonstration XX., d, and 
XXX., m.). Of which sentence, also, etc. 

28. Virtue consists in being good. 

29. To be good is to be happy. 

30. His being false is shameful. 

31. They paid him the money. 

BemarJcs : 1. In the 28th, good is best explained as an adjective appositive to, and mod- 
ifying, the substantive participle being. And, similarly, explain good and happy, in the 29th, 
as appositive adjectives modifying the substantive infinitives be. (See Demonstration XXIX., 
c, note.) In the same way, also, the adjective false is appositive to, and modifies, the sub- 
stantive verb being., in the 30th. 

8. In the Slst, him is branched and diagrammed as an adverbial object of paid. In like 
manner, explain every indirect object, — that is, without supplying something. 

Diagramming : 

.^ , \ , \His 

_ To be Vgood- 



29. 



\ 

—being \ 



SO 

/ to be V happy 



L is ^-A shameful 



Analysis : 

29. '.' To be good is to be happy," is a sim. declar. sen., of which to be good 
is the subject, of which to be, the infinitive phrase, is the essen. ele., of which 
he, the infinitive base, is mod. by good, a sim. adj. ele. of the 1st class. Of 
which sentence, also, etc. 

30. " His being false is shameful," is a sim. declar. sen., of which his being 
false is the subject, of which the substantive verb being is the essen. ele. , mod. 
by his sjadi false, two sim. adj. eles. of the 1st class. Of which sentence, also, is 
shameful is the predicate, of which is is the essen. ele., and sham,eful a pred- 
icate adjective. 

32. She is eighty years old. 

33. He is not a whit wiser. 

34. That he will succeed is evident. 

35. I consider preaching to be teaching. 

36. The mountains rose, hight above hight. 

37. Changing his mind, he painted it white. 

Remarks : 1. See Demonstration XXX., wherein it is shown that nouns and pronouns 
are often the objects of adjectives and adverbs — that the nouns years and whit, in the 32d 
and 33d, are the objects of the adjectives old and wiser respectively. 

3. For an explanation of the subordinate conjunction that, in the 34th, see page 479. 



554 



THE SrSTElii METHOI). 



3. In the 36tli, the first word hight is nominative in ttie independent construction by ac- 
companying circumstance. (See page 473, h, and Demonstration XXVI., a, 4.) 

4. In tlie 37tli, the participle changing is an adjectival element modifying he, the sub- 
ject. 



Diagramming : 

(That^ 
,he 



L wil 



hight ' 



34- 



will K succeed 

_ is _A evident 

Analysis : 



35. 



sider J 
/t( 



above hight 
mountaius \ The 



consider J preaching 

to be ^-teaching 



36. 



34. " That he will succeed is evident," is a compl. declar. sen., of which 
that he will succeed is the subject of the 3d class, of which he is the subject, un- 
modified, and will succeed the predicate, of which vnll is the essen. ele., mod. by 
succeed, an infin. ele. of the 1st class. That is a subordinate conjunction. Of 
which sentence, also, etc. 



The System Method— No. 19. 



THE STTJIDEnSTT'S 

Work-Book of System Graramar, Grade B, 



FOR THE USE OP 



Public Schools, Normal Schools, Teachers' Institutes, 
and Colleges, 



AND ESrECIALLT ADAPTED TO 



Saiazooxj IB^^iPOsiTionsrs 



IN "WHICH THE STUDENT LEARNS AND REMEMBERS UNDER THE 
GUIDANCE OF THE "LEARNER'S WORK-TREE" BY BRANCH- 
ING THE WORD-PARTS OF SENTENCES THROUGH 
THEIR CLASSES, BRANCHED TOGETHER AS 
CLASS-BRANCHES OF A GRAMMAR- 
SYSTEM WHOLE. 



'>m^^T- 



BY ISAAC ELDRIDGE WILSON, 

INVENTOR OP THE LEARNER'S ■WORK-TREE, AUTHOR OP THE SYSTEM METHOD, A SERIES 
OP TEXT-BOOKS FOR SCHOOLS, A SERIES OP STUDENT'S WORK-BOOKS, ETC. 



•THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 




CHIOA.OO, Ilvlv.: 

Learner's Work-Tree Company. 

1SS6. 



^0 ^HB ^BagHBf^. 

The lessons to be assigned to primary or intermediate classes doing the 
work of this (No. 19) work-book are given in Appendix A. The particulars 
to be assigned to and used by higher classes, those doing the work of Work- 
Book No. 20, are given in "The System Method," No. 6, which is a text- 
book of higher grammar. This text-book (No. 6) will also provide all 
helps — definitions, explanations, lists, statement of principles, etc. — that 
the teacher may need to enable him to direct either his higher classes 
through the work done in No. 20, or his lower classes through this work of 
No. 19. And since every difficulty that can perplex teacher in directing, or 
student in doing, this work is somewhere fully solved in^both Work-Book 
No. 20 and the advanced text-book (No. 6), it is necessary to give in this 
(No. 19) work-book only a few examples, or particulars, under each 
program. 

For any difficulty that may arise in teaching this primary and interme- 
diate work of No. 19, if that difficulty is not explained herein, refer to 
Work-Book No, 20 and to " The System Method," No. 6. 



CoPTKiGHT, 1886, BT I. E. WILSON. 

All Rights Reserved. 
Any Infringement will be prosecuted to the full extent of the Law. 



[556] 



SYSTEM GRAMMAR— GRADE B. 557 



(a.) Propositions. — To hasten the development of the perfect method 
of learning and teaching the science system of grammar, the author of 
"The System Method" challenges any educator of the United States, Can- 
ada, England Germany, or France to prove either of the following propo- 
sitions: — 

1. That this system method is not a better method than he himself uses. 

2. That this system method is not the true method. 

(b.) Conditions. — 1- Such educator shall compress his argument mio 
not to exceed 150 8vo. pages of a 200-page discussion. 

2. The author of "The System Method" to have the last 50 pages of 
such 200-page discussion, in vfhich to reply. 

3. The decision to be made by five judges, three of whom shall be 
.Tames Russell Lowell, of Boston, A. Wilford Hall, of New York, and the 
State Superintendent of Indiana; these three to choose a fourth and a fifth. 

4. The judges shall make no qualification, but render their decision af- 
firming or denying the propositions as they stand. 

5. The expression, "this system method," of the propositions, to be 
construed to mean that method of learning and teaching the science system 
of grammar exemplified in these (ISTos. 19 and 20) Work-Books, and advo- 
cated in this Volume I. of "The System Method," together with the au- 
thor's 50 last pages of the 200-page discussion. 

6. Such educator shall make no use of the Learner's Work-Tree or any 
counterfeit in establishing any argument. 

(C.) Offer. — 1- As a summons to earnest exertion, the author of "The 
System Method " offers to print and deliver to such educator, for his own 
disposal, and free of all cost to him, 1,000 volumes of such 200-page discus 
sion, neatly bound in cloth. 

2. The period of this offer extends from July 1st, 1886, to July 1st, 
1888. 

3. Such educator shall prepare his 150 first pages in proper form to be 
examined by the judges, in MS. or print, as he may choose, 



Appendix 4- Lessons to be Assigijed. 



-7^®^-''^^.'-^®^' 



Prog. I. — Jdhn,^ grammar,^ birds,^ St. Louis,* horses,^ stillness,® Washington,''' 
health,^ dog,^ countries,^'* life,^i Milton,!^ minds,^^ bonnet,^* author,i5 wolves,^® Susan,''' 
president,!^ Chicago,'* Job,^** goodness,^' waters,^^ Johnson, ^^ croquet,^* empire,^^ 
winter,^® Italy,^''' cowardice,^* Shakspeare,^® companies, ■'•' class,^' Cincinnati, ^^ meek- 
ness,33 machine,^* Irishman,^^ EngUshmen,^® Webster, 3''' Isabella, ^^ Scotland, ^^ coffees,*" 
rashness,*' school.*^ 

Prog. II. — ^Foxes,' man,^ fans,^ pan,* men,^ Csesars,® mallets,''^ baths,^ tooth,' 
Lincoln,"* mice," children,'^ ox,'^ paleness,'* Ptolemies,'^ teeth,'® San Francisco,''' 
beliefs,'* theories," Maries,^" hoes,^' task,'"'^ judgment,^^ Hudson,^* feet,^^ river,^® 
houses,^'' Indianapolis,^* author, ^^ goose,-'" driness,^' Harry, ^^ shiness,^^ negroes,^* 
Lucases,^* Mackintoshes,^® country, S'' Rufuses,^* Ohios,^* Sicilies,*" France,*' violence, *'^ 
ladies,*^ loaves.** 

Prog. III. — Sarah,' pencils,^ sugar,^ work,* softness,^ woman,® ^^''iinom 7 ,r,vi 
landlord," Nancies,'" boxes," uncles, '^ animal,'^ enemy,'* Wednesday, 
cousin,'* feet,'" Fanny,^" delays,^' mother, ^^ others,^^ Kentucky,^* E 

TT : 9.7 ,•„! — J !>S f_,- -I 9Q _:„4... Sft i„_ji_,i.. SI _;„4. S2 i, ^.^ 



ate,*" flew,*' got,*^ goad,** hang,** hung,*' creep,*® cringed,*^ crying,** chosen,*" get, 
proven,^' proved, ^^ spell, ^^ spill,^* gave,^^ read, 5® crow,^^ cut, 5* knit,^" lie,®" lay, 
hewed, ®2 latch,®* leap,®* look,®^ learned,®® lied,®^ light,®* may,®" must,''" paid,'" ought, 
might,''* quitted,^* riding, ''^ rung,'® seen,''' should,'* see,'" shone,*" shining,*' shoeing, 
show,** sat,** shut,*5 written,*® spun,*' taught,** work,*" swimming,"" swung,"' swear, 
swarm,"* will,"* wax,"^ waked."® 

Prog. V. — Chide,' forgotten,^ must,* mocked,* set,^ sat,® woven,'' wed,* wish," 
stay,'" wet," owe,'^ ought,'* frozen,'* choose,'^ chew,'® cleaving,''' clashed,'* gave,'" 
beseech, 2" hanging,^' read,^^ broken,^* built, ^* digging, ^^ could, 2® done,^'^ hidden,^* 
knelt, 2" teaching,*" saw,*' sawn,*^ seeking,** sevnng,** search,*^ risen,*® swimming,*'' 
teach,** knitting,*" did,*" flown,*' flowed,*^ met,** wasted,** wished, *'5 passed,*® pull,*'' 
put,** storm,*" rode,-^" shall, 5' spoil,^^ swear, 5* rowed,^* waxing, ^^ forbear,^® whetted, ^^ 
wept,^* wrote,^" wrought,®" singing,®' fallen, ®2 must,®* can,®* whet,®^ wilt,®® win.®' 

Prog. VI. — I wish ' to see ^ him before he goes * to the city. Mr. Russell goes * 

to Chicago next week. To-morrow is^ Thursday. If I had® a pen, I would'' write.* 

Cities were" forming.'" He was" speaking. '^ The clerk is '* reading '* a decision, 

rendered,''^ written,'® sealed,''' and delivered'* to him by the judge. When the train 

[558] 



8T8TEM GRAMMAR— GRADE B. 559 

arrives,!^ we are^" to start.^^ Columbus discovered ^^ America. When the mail 
arrives,23 we will ^* hearts the news. The pupils did ^^ succeed. 2'' Venus can ^^ be ^^ 
seen ^^ to-night. I shall ^^ go ^^ when he comes. ^^ The assassins wiU ^^ be ^^ hanged. ^^^ 
If the storm had'^''' not abated,^* the ship would ^^ have^" heen^i sunk.*^ The grain 
should *3 have** been*^ gathered*^ before the rainy season began. *^ The laws shall** 
be*' obeyed. 5*^ The assassins, having ^^ been^^ condemned,^** were^* executed. ^5 
Cease, 56 then, to do ^7 evil. The lion was ^^ killed. ^9 I had ^o better go.^^ The child 
may ^^ have ^^ fallen 6* into the well. Dr. Livingston has ®^ explored ^^ a great part of 
Africa. The ship sails 6''' next week. The boy is** punished.*' Henry could™ 
speak '^'^ fluently. Mary would '''^ go "^^ if she had '^* the means. 

Prog. VII. — For gi-aded particulars to be classified by this program, refer to 
"Particulars," under Prog. IX., of "The System Method," No. 6. Since proper 
words to be assigned are there given, they are here omitted. 

Prog. VIII. — For proper words to be worked up by this program, see "Particu- 
lars under Prog. X., of " The System Method," No. 6. 

Prog. IX. — For graded particulars to assign to your classes, see "Particulars," 
Prog. XI., of "The System Method," No. 6. 

Prog. X. — He was ^ ordered ^ to go. ^ If he go,* say^ good-by. I can* swim.'' 
We saw* him fall.' I remember,!" 'jyjien you visited 11 us, we had^^ just built ^^ our 
new house. We believe 1* diligent study wiU ^^ bring 1* a rich reward. Peace may 1^ 
be 1* restored 1' in this way, but other measures might ^o have^^ succeeded "^ better. 
He stood -3 gazing 2* into the abyss. The sound of a shaken ^^ leaf shall ^* chase ^'^ 
them. The way to avoid ^* bad company is^' to find^" something to do.^^ We could ^^ 
not avoid 33 giving ^* offense. Here I will*^ stand 3* tiU Caesar pass 37 along. The 
thieves, having 3* hidden*' their stolen*" treasure in the ground, hid*i themselves in 
the wood. If he was there, I did *2 not see *3 him. If he ever came,** we knew *5 it 
not. If ever he come,** we shall *7 know** it. If it rains,*' why do s' you go ^^ out? 
We found 5^ the water frozen. 53 If to-morrow be 5* fine, I will^^ go.^s Though this 
seems ^^ improbable, it is 5* true. Take 5' heed that thou speak *" not to Jacob. 

Prog. XI. — Draw^ a pendulum to a given ^ point on one side, and it will* swing* 
to a corresponding 5 point on the other side. Happiness be* yours. I care^ not 
whether it rains* or snows.' Unless thou yield,!" this sword shaUii end^^ thee. Lest 
thou lose !3 thy health, govern 1* well thy passions. I ought ^^ to have^* gone.^'' I 
am !* pleased !' to have 2" met^^ you. We expected^ that he would ^3 arrive^* last 
night. He would^5 uot have dared^* to do^^ tiiat. Man is 2* born 2' to die. 3" Do*! 
you hear 32 the children singing? 33 Go 3* not, lest thou perish. 35 Exercising** the 
mind develops 3'i' business power. Bills are ** requested 3' to be *" paid *! in advance. 
Unless he return *2 soon, he may** be** locked *5 out. Complain** not of hard les- 
sons, but overcome *^ difficulty by hard study. Though he ventured ** far, he was *' 
not injured. 5" Having 5! borne 5^^ the burden of the day, he welcomed 5* the night. 
Rejoicing 5* In hope, we press 55 forward. By conquering 5* self, we conquer 57 all 
things. If you begin 5* a thing, push 5' it through. To have *" learned *! to restrain *2 
passion is ** better than to be ** a king. Though having *5 been ** overpowered, *7 yet 
he stands ** facing *' the foe. 

Prog. XII. — We^ shall see him^ when he* returns. What* does he 5 want? 
We * thought it 7 to be them.* We ' took it i" to be the man who ^^ had gone before 



560 THE SYSTEM METHOD. 

us.^^ Whom 13 (Joes he^* honor more than me? ^^ It ^^ is well with him^'' who ^^ dies 
a true Christian. This same child is he^* who^'^ reigns. Who^^ should be king save 
him^^ who 23 makes us^* free? I^^ that^® speak to thee^^ am he.^* The apples 
which 28 you 3" gave me ^i were sour. He ^^ that ^3 getteth wisdom loveth his 3* own 
soul. He 35 himself 36 performed the task. They 37 themselves 33 will go. Thou 39 
crownedst him *" with glory and honor. My^^ duties to them^ require my *3 -Krhole 
attention. We ** desire not the knowledge of thy ^^ ways. He ^^ who *'' lives carelessly 
will die with regrets. Who ** shall separate us ^^ from the love of Christ ? Who ^^ is 
he^i that ^^ can change a hair of his53 head? His ^ story interests them; ^^ his ^^ nar- 
row escapes excite their ^^ surprise. 

Prog. Xni. — Who ^ gave thee^ that authority? 3 Mary* bought the apples,^ and 
gave them 6 to her ^ sister.* The book^ that i" lies on the table ^^ is mine.^^ \Vhomi3 
did you i* suppose me ^^ to be? Only they ^^ who '^'' are temperate are happy. Who ^^ 
found the man ^^ that ^o stole the horse? ^i They ^^ who ^3 are temperate in all things 2* 
live long. The Hon ^5 that "^ you ^7 saw, killed his ^3 keeper.^^ The boots 3" which 3i 
uncle 32 gave me,33 1 34 gave my 35 brother. 36 What 37 have 1 38 to do with thee? 39 I lo 
myself *i know who*^ stole his*3 purse.** We*5 know whose *^ house*'' was robbed. 
You *3 have guessed which *9 belongs to me.^'' What 5i was said, and who 52 said it? 53 
When Waterloo 5* had been lost, Napoleon 55 gave himself 56 ^p iq England. 57 

Prog. XIV. — He ^ thanked 2 us 3 for saving * his 5 lif e.^ Time "^ never ceases * fly. 
ing.9 Please ** to give ^^ us ^^2 bread ^3 to eat.** Man *5 is i6 born *'' to die.** The 
beef 19 was 20 ordered 21 to be 22 fried.23 Let 2* him 25 be 26 Caesar.27 Mr. Jones,28 the 
banker,29 has 3" gone 3* to Europe. 32 Adolphus,33 the heroic lad,3* saved 35 his 36 
drowning 37 brother, 3* Augustine. 39 It *" comes ** from Mr. Carpenter, *2 my *3 friend.** 
CEesar,*5 having *6 crossed *''' the Rubicon,** gave *9 battle.5'' 1 5i see 52 the sparkling 53 
bubbles 5* swim. 55 156 consider 57 preaching 5* to be 59 teaching. 60 I6I bear 62 the 
bluebird 63 prophesying 6* spring. 65 Jane 66 drew 67 a bucket 6* of water 69 from the 
well.'''* She'''* was''2 j][amed''^3 peupjope.'^* The convention '''5 was''6 generally consid- 
ered '''^ to be ''^ a failure. '^8 London 36 is the largest city *! in Europe.32 He 33 caused ** 
himself*^ to be 36 proclaimed 37 king. 3* They 39 elected 96 him 9* president.92 He 93 
made 9* the log 95 a boat.96 Though he ^^ slay 9* me, 99 yet will *<"> I *6* trust i»2 him.i03 
They *»* found i<'5 the party *66 to be i6^ Henry, i"* God *69 caUed **« the firmament "* 
heaven. 1*2 A better proof **3 of his *** being "5 a rogue **6 is "^ not desired.*** If he **9 
steal 120 aught, 121 1 122 wiU 123 pay i2i the theft. i25 if he *26 be 12^ better, you 12* may i29 
stay *30 with him 13* an hour.*32 1 133 should *3* laugh i35 to cry.i36 it i37 ^^as i38 to be i39 
his 1*0 horse.*** If it 1*2 be i*3 not now, yet it *** wiU **5 come.**6 He i*^ must *** fall i*9 
except God *5» be 15* with him.*52 That book *53 is hers,*5* not yours.*55 The potatoes *56 
measured *57 a bushel.*58 1 159 consider *66 Dr. Johnson *6* to be*62 an excellent man.*63 
If he *6* does *65 not hear,*66 1 167 am *6* mistaken.*69 Truth,*''^ crushed *'''* to earth,i72 
shall *''3 j-ise i74 again. By singing,*'''5 birds ^''^ delight ^'''^ ms™ If your *'''9 messenger**" 
find*** him**2 not there, seek**3 him*** in the other place **5 yourself. **6 So man**^ 
lieth *** down and riseth **9 not : till the heavens *96 be no more, they*9* shall *9* not 
awake 19* nor be raised i9* out of their *95 sleep.*96 if a *97 man i98 die,*99 shall 200 he 201 
Mve 202 again ? Let 203 the angels 20* be 205 our 206 guides.207 

Prog. XV. — A* beautiful 2 white 3 horse; black* squirrels; three 5 sad 6 lives; 
Brussels ''' carpet ; the * same ^ man ; reverent,*" cautious,** and valiant *2 Themistocles ; 



SYSTEM OBAMMAR— GRADE B. 561 

large, ^3 fine^* apples; heavy ^^ guns; redi^ and blue^'' tape; the^^ old^' historic^" 
oak; five^^ large, ^^ ripe,^^ luscious, 2* mellow ^^ peaches; immense ^^ suspensions^ 
bridges; many^* intelligent*^* American ^^ citizens; a^i large, ^^ rickety, ^^ wooden 3* 
building; the ^^ first, 3*' second,^''' and third ^^ houses ; Which ^^ man and what ■*•' thing? 
They loved each *i other ; ^ Jamaica ^^ pepper ; those ** houses yonder, *5 adjacent *^ to 
the *^ common ; Arabian ** horses ; his own *' brother ; this 5" very ^i man ; nobody 
else;^^ wild^s geese; several ^^ sour,^^ unripe, 56 Isabella ^^^ grapes; broad, ^8 green ^9 
pastures ; those ^^ brilliant, ^^ crimson ^^ clouds ; these ^^ five ^* modal ^^ adverbs ; that ^® 
thin, ^^ fleecy fi* cloud; two ®* busy ^^ actors ; every ^^ severe ^^ affliction; much'''^ infe- 
rior ''* grain ; the ^^ fifth "^^ military '''' company ; an ''^ older ''^ son ; the ^^ fourth *^ 
gloomy 8S day ; many ^3 happier ^^ families ; each ^^ flowery *^ field. 

Prog. XVI. — ^There^ they lived very^ happily.^ He stutters unavoidably.* The 
swallow darts continually,^ here •* and there.'' How* often * have you been there? ^^ 
Man is fearfully ^i and wonderfully ^^ made. Sometimes ^^ Henry studies very 1* weU.^^ 
Where ^® does he live? — There.^'' The ^^ oftener ^^ I see him, the '** more ^^ I like him. 
He is very '-^2 easily ^^ offended. Be more^* cautious. How^^ and where ^® shall we 
find him? Study more ^^ earnestly. ^8 The men toil early ^9 and late.^" The pendulum 
swings to 31 and fro.^^ We poor puppets are tossed pell-meU^s together ^ in the grave. 
Loud 35 and long 36 the piper blew. It is pretty 37 nearly 33 finished. He died long 39 
ago.*** We came much *i sooner. *2 He is undoubtedly *3 and emphatically ** an ear- 
nest man. Even *5 then *^ the morning cock crew loud.*'' I am surely ** not ** deceived. 
Elsewhere ^^ the storm raged terrificaUy.5i I wind about 5^ and in 53 and out.5* 
The ship is, accordingl3',55 not 56 to sail. Somewhere 5^ he will certainly ^3 succeed. 
They rushed 59 forward headlong**' down the stairs. 

Pkog. XVII. — They always ^ Uved together ^ very 3 pleasantly.* Those 5 more® 
cowardly '' men wiU flee away. 3 The book is where® you laid it. Where ^^ did you 
lay it? The next 11 neighbor's apples are ripe.12 He seldom ^3 goes home sober. 1* I 
know when ^5 he wrote the letter. It was there ^^ when i'' I saw it. When ^3 did you 
see it? He remains while ^^ I am gone. Never '^^ two ^^ loved as '^ they do. Where ^3 
the^* tree falls, there ^5 it -^viu Ue. He certainly ^6 behaves badly.^^ Dark,^* heavy ^^ 
clouds are slowly 3" gathering above. 3i Those 3- brilliant 33 crimson 3* clouds will very 35 
soon 36 dissolve. There ^"^ were six 38 extraordinarily 39 large *** houses. You will un- 
doubtedly *i be very ^ cordially *3 welcomed. The HeU-Gate ** reef was slowly *5 drilled 
away.*^ A*'' furious *8 equinoctial *9 gale nas just 59 swept by.5i We now^^ travel 
still53 more^* rapidly. 55 The 5<> first 5'i' three precious ^8 morning 59 hours were conse- 
quently *" wasted. A ^^ somewhat *^ dangerous ®3 pass had been reached quite ^* unex- 
pectedly."^ This "'» pecuUar ^^ nerve passes to the "8 back of the ''9 eyeball, and there "'^ 
spreads out. '1 Education implies the fulF^ ^nd harmonious ''3 development of aU'''* 
the '^5 faculties. 7® The '^ Dead ^3 gga, dark '9 and misty 39 and almost 3i sacred, 82 is 
seen from the 33 Mount of Ohves. Some 3* men sin deliberately 85 and presumptuously. 36 
A 8'!' few 38 old 89 buildings stiH 99 stand in the 9i deserted viUage. The 93 old 93 oaken 9^ 
bucket stiU ^^ hangs in the 96 weU. Few 9^ honest, 98 industrious 99 men fail of success 
in life. Do not i<"* use adverbs needlessly. i9i 

Prog. XVIIL— He^ went 2 with me 3 to the* fields,5 and there 6 we '^ filled 8 our 9 
baskets ^9 with berries.^i Philip ^^ and Thomas ^3 went 1* to the i5 city ^^ together,^'' 
but each '3 came ^9 back ^9 by himself. ^i I "" wiU^s get 2* the ^5 parcel s" if he ^^ sends^* 
36 



562 THE SYSTEM METHOD. 

it.~9 The man ^^ had ^i great ^3 sorrow ^^ at the ^ news ^^ of the ^^ death ^^ of his ^^ 
son.39 The *" vine *i is ^'^ full ^^ of grapes/^ and the *^ tree *6 is *7 laden ^^ with plums.*^ 
Demosthenes s" and Cicero '^i were^^ celebrated ^s orators.^* Honest^s industry's 
generally 57 insures 's success.'^ When'^o soldiers ^^ disobey ^2 the ^^ captain,^* he ^^ 
punishes «« them." The ^^ girl 69 forgot "'^ the '^^ new ^'^ book ; ''^ so she ''^ ran ^^ back^^ 
for it.''''' Lucy ''^ wet ''^ her *<> feet ^^ in crossing ^^ the ^^ brook ; ^i she ^^ should ^^ not ^'' 
have 8S attempted 8^ to cross «» it 9i until she 92 had 93 learned 9* its 95 depth.96 Emma ^^ 
said 98 the 99 bag^^o was "^ hers;i03 she^os had"* bought "5 jt.ioe The "'^ other "S 
girls 1"* said 110 it"i was"^ theirs."^ Elizabeth's"* opinion ii5 igiie wrong, ii'' if 
she "8 thinks "^ my ^^o father i^i is 122 not i-'3 a 124 good i25 man.i26 gome i27 pupUs' ^28 
attention i29 is iso easily i^i diverted ; i»2 they ^^s aUow ^^ it iss to wander "6 on the ^^T 
sUghtest 138 occasion.139 Do 1*0 you 1*1 cultivate 1*2 thei*3 habit 1** of close i*5 atten- 
tion ?"S Being 1*^ new 1-8 and strong,i*9 thei^o carriage I'l wasi52 roti^s broken.i'* 
They i^' found i'^ in it i'^ sixteen 1^8 eggs.i59 

Prog. XIX. — He walks up 1 and down 2 the street. Few honest, industrious men 
fail of 3 success in * life. Cotton is raised in ^ Egypt, in ^ India, and in ^ the United 
States. She gazes at 8 him from 9 the window. They labor from i" morning till n night. 
He is devoted to 12 study. He has gone to i^ Pensacola. Man is born to 1* die. The 
book lies before i' him on i^ the table. By " so doing, he gained the friendship of I8 his 
enemy. He walks with i9 his hands in 20 his pockets. He went with 21 me to 22 the 
fields, and there we filled our baskets with 23 berries. The m"an went by 2* crooked 
paths ; through 25 them he finally escaped. A fresh stream of 2^ water rims with 2'' swift- 
ness by 28 the house through 29 the woods into 30 the river. John Simpson came from 3i 
New Brunswick to 32 Princeton, in 33 a wagon, with 3* a bag fuU of 35 apples. The way 
from 36 home to 37 school is one mile in 38 length. The stars at 39 night give Ught to ** 
travelers on*i the road. The leaf of *2 some kinds of *3 plants is good for** the cure 
of *5 disease. A bird was sitting on *6 a branch of *''' a tree with *8 a twig in *9 its 
mouth. Sarah went to 50 church in 5i the morning and to 52 school in 53 the after- 
noon. I saw a squirrel on 5* the fence, eating nuts with 55 his teeth. After 56 drink- 
ing water in 57 the brook, the ox went into 58 the meadow. The man and woman 
lived in 59 a cottage at 69 the foot of 61 the hiU, by 62 a stream of 63 water. 

Pkog. XX. — Laura wiU go, but 1 Alice wiU stay. Virtue is praised and 2 neg- 
lected. Neither 3 George nor * James will go. Either 5 George or 6 James will go. He 
is happy because 7 he is good. I wiU stay unless 8 you wiU go. Phihp and 9 Thomas 
went to the city together, buti'^ each came back by himself. I will get the par- 
cel if 11 he sends it. He is either 12 a knave or i3 a fool. Ask James if 1* his is ready. 
I care not whether i5 it rains or 16 snows. I fled because i7 I was afraid. You may 
remain till 18 I return. Take heed lest i* ye fall. James will go if 2" you call. I fear 
that 21 1 shaUfail. 

MiUions of spiritual creatures walk the earth unseen, 
Both 22 when we wake and 23 when we sleep. — Milton. 

Some murmur when their sky is clear 

And 2* wholly bright to view. 
If 25 one small speck of dark appear 

In their great heaven of blue. — Trench. 



SYSTEM GRAMMAR— GBADE B. 563 

He came after ^^ you left. They kneeled before ^^ they fought. Warren is both "^ 
loved and ^^ respected. He can never be a scholar ; for 2" he will not study. Since ^^ 
he must stay, I wiU go. I had not a friend or ^^ a toy, but ^^ I had Aladdin's lamp. 
The wind blew, but ^ the house stood firm. The vase fell from the mantel, yet ^^ was 
not broken. Tou love him because ^^ I do. If ^^ I were not Alexander I would be 
Diogenes. 

Prog. XXI. — Alas ! ^ I do not know. Pooh ! ^ I do n't care. Hist,^ be silent. 
Alas,* the way is wearisome and long. 0,^ ye simple, understand wisdom. Humph ! ^ 
such pretense ■will furnish a very poor excuse. Ah ^ me! that I the judge's bride 
might be. Hah ! * it is a sight to freeze one ! Ah ! ^ ha ! i" you thought me bUnd 
did you? Eh ! i^ are you sure of it? Pshaw !^^ what a blunder! Long Uve Lord 
Robin! huzza I^^ huzza !i* Alack,!^ what trouble was I then to you! Alas,i^ poor 
Milan! 0,^^ woe the day! Heigh, ^^ my hearts! Oh,i^ that you bore the mind that 
I do! Ho,^" awake! Lo,^^ how he mocks me! O,^^ look, sir, look, sir! Ha,-^ ha! 2* 
what things are these, my Lord Antonio 1 Tut!^^ our horses they shaU not see. 
Heigh-ho ! ^® if it be not four o'clock, I am mistaken. Zounds ! ^^ wiU they not, 
rob us? 

Prog. XXII. — States rise, flourish, and decay. Men, women, and chil- 
dren stare, cry out, and run. The horses and the cattle were fastened in 
the same stables, and were fed with an abundance of hay and grain. 
Spring and summer, autumn and winter, rush by in quick succession. The 
Hebrew is closely allied to the Arabic, the Phoenician, the Syriac, and the 
Chaldee. Laura will go, but Alice will stay. 

The robin and the wren are flown, and from the shrub the jay, 
And from the wood-top calls the crow, through all the gloomy day. 

He is ready to give assistance to whoever gives assistance to him. I am 
pleased with what he has done. The dog in the manger would neither eat 
hay himself nor suffer the ox to eat. John the Baptist came neither eat- 
ing bread nor drinking wine. A wise son maketh a glad father, but a fool- 
ish son is the heaviness of his mother. He not only preached this doctrine, 
but he also practiced it. The Alps, piled in cold and still sublimity, are an 
image of despotism. No scene is continually loved except one rich by joy- 
ful human labor. All those things for which men plow, build, or sail, obey 
virtue. 

All night the dreadless angel, unpursued, 

Through heaven's wide campaign held his way: till Morn 

Waked by the circling Hours, with rosy hand 

Unbarred the gates of light. — Milton. 

The ship which sailed yesterday was laden with salt. The lady that you 
met has gone to Nashville. She sat under the tree and read the book. 
Alexander and Caesar were great conquerors. I have read the book which 
you lent me. He is the man who stole your purse. That is the boy that 
stole the apples. He who made the world now governs it. Franklin, who 



561 THE SYSTEM METHOD. 

afterward became a distinguished statesman and philosopher, learned his 
trade when he was a boy in the printing-ofifice of his brother, who was a 
printer in Boston. 

Prog. XXIII. — Csesar might ^ have^ been ^ crowned.^ How old must ^ a man 
be ^ to be ^ a bachelor ? He is ^ anxious to learn ^ how to draw.^<* Man is ^^ born ^^ to 
die.i3 They made ^* him laugh. i^ The sun seems ^^ to be" rising.i^ Stars rose^^ 
and set.^" The patient will^^ soon have^^ become ^^ strong. The liquor is ^^ fer- 
menting. ^^ When the work has'''® been ^7 finished,-* the laborers shall '^^ be^** paid.^i 
The slowly falling ^^ snow is^^ melting. ^^ The eggs were^^ ordered ^^ to be^''' fried.^* 
All were ^^ sealed ^'^ with the seal which is ^^ never to be ^^ broken. ^^ If you are ** 
right, I am*5 mistaken.*® He will*^ maintain** his integrity though he lose*^ his 
estate. If hebe^*^ hearing ^^ his class, do^^ ^ot interrupt ^^ him. I am 5* going ^^ 
to write. 5® I am^^ on the point of writing.^* Let ^^ us be®" going. ®i If he deny ®2 
the charge, I will ®^ prove ®* it. If he denies ®5 the charge, why does ®® he not prove ®'? 
it? If he is ®* better, I have ®^ hope of his recovery. If thou read ''" this, thou mayst ''^ 
live ^^ If thou dost'''^ not, he will.'^* The practice of stating '^^ reasons in advance 
can ^® not be '''^ too strongly insisted ^* upon. I see''^ the sparkHng*'' bubbles swim.^i 
Bills are*^ requested*^ to be ** paid ^^ in advance. I do *® not like *'' her singing.** I 
was*^ opposed 8" to his writing ^^ the letter. My son is^^ going''* to be^* married. ^^ 
If hishe.id ache,^® do^^ not ask^* him to go.®^ 

Prog. XXIV. — Earth ^ praises God^ with a thousand voices.* He* is a man^ 
who® understands his'^ business.* Who^ is here? Who,'^^ whicJi,^'^ what,'^^ ihat,^^ 
and as ^* are called relative pronouns.^^ He^® is a prince i'' among princes.^* A pro- 
noun ^^ used as the subject^" of a proposition^^ must be in the nominative case.^^ 
Whence art thou 1^^ Mother 2* said she ^^ would propose a plan.^® She ^'^ laid the . 
plan^* before the children ^^ themselves,*" and suggested the following Wednesday*^ 
for a holiday*^ on the river.** Her** mother *° was engaged that moment*® in teach- 
ing her*^ music.** Let him*" be Csesar.*" They*^ found the party *2 to be Henry.** 
The possessives ** are formed by adding the apostrophe *5 to the nominatives.*® John- 
son,*^ the lexicographer,** was a very eccentric man.*" He 5" made me ^^ a coat.^^ They 
hated him 5* as being an enemy.^* Massachusetts ^^ censured her ^® ablest statesman,^'' 
Charles Sumner.^* It 5" fell through the air®" to the ground. John®^ is the name®^ 
that ®* he ®* answers to. Vice ®^ emits a breath ®® every moment.®'^ I ®* did not hear 
of his®" becoming a convert ''" to that faith.'^^ I,''^ thy father-in-law^* Jethro,''* am 
come unto thee.'^ The word''® philosopher''"'' signifies "lover''* of wisdom."''" 
They*" chose her*^ queen.*^ I** pitied the proud son** returning a beggar. *° He*® 
made me *^ a suit** of clothes.*" They"" did not esteem themselves "^ men."^ It"* 
fell a great distance."* They "^ stayed until night"® under shelter."'' 

Prog. XXV. — They ^ paid him^ money.* They * called him ^ a hero.® I '' love 
thee,* old England." Nouns ^" and pronouns ^^ have three cases,^^ — the nominative,^* 
the possessive,^* and the objective.^^ The fur^® which i'' the monarch i* wears once 
warmed a bear.^" Behold a king 2" here, him^i whom^^ all men^* praise. He 2* was 
a king 25 that 2® loved his^^ people. 2* The work 2" of the school *" fell into the hands *i 
of his*2 son,** Charlie Flower.** Tou*^ should ask the gentleman*® his*'' name.** 
A life*" of virtue*" is a life*i of happiness.*^ Socrates's** teachings** were in ad- 



SYSTEM GBAMMAR— GRADE B. 565 

yance*^ of his*^ age.*^ There is no harm*^ in women's*^ studying politics.^*' Hen- 
ry's 5^ being a student-''^ was no reason ^^ for his^* being a savage. '^^ My^® own, 
your^'^ cousin's^* prayer ^^ is that you^° do it^^ not. The rifle*''-' is my^^ friend's,^* 
the hunter' s.^^ We,^'' the people,^^ are lovers^* of republicanism.^^ The Lord'''*' 
himself ^^ shall descend. Who''^ struck me?^^ James'''* is said to be a good boy.^^ 
The court ^^ pronounced him^'' a guilty man.'^^ We ^* can manage the business*** 
ourselves. ^1 The emperor ^^ Antoninus ^^ ^rote a good book.** The river *^ Euphra- 
tes ^^ is in Asia.*^ This is the man** that** I'** spoke of. Than^^ and as^^ are 
generally subordinate conjunctions.^^ He "* was paid money.^^ She *® was named 
Penelope.9''' I** sent my»9 friend^*'*' the book.ioi Wei*>2 forgive our^o^ friendsio* 
their ^^^ faults. ^'^^ The coal ^**'^ measures twenty bushels.^"* I ^"^ do not care a 
straw. 1^** The building ^^^ fronts two streets.^^^ 

Pkog. XXVI. — I read often,^ you read oftener,' he reads oftenest.^ The* 
beautiful^ evening^ star is sinking toward the ''' western * horizon. English* nouns 
have only ^•^ these i'^ two ^^ numbers. Other ^^ written plurals are irregular. i* The^* 
plural ^^ number of other ^''' similar^* nouns is formed in the^* same'''* way. We 
thought them honest.^^ He should read it again ^^ and again. ^^ Many 2* tall,^^ 
stately ^^ elms, graceful^''' in outline, and symmetrical^* in form, grew on the ^* lawn. 
In yonder** cot, the*^ village *2 maiden kept her school. How*^ wonderfully** are 
we made! FloAvers are peeping out*^ everywhere.*^ The*^ heart of the** solitary** 
little ** lad sank within him. It had once*^ known better *2 days. That** bony** 
tree Is a*^ buttonwood. The*^ king scowled ominously.*''' You can not** go 
where** we do. Delays are dangerous.^* The^^ gentle ^^ rain refreshes the^^ 
thirsty 5* flowers. Puss is still ^^ living, and has just^^ completed her ninth ^'^ year. 
Formerly,^* people traveled in four-horse ^* coaches. Then ^* men sometimes *■* trav- 
eled during the"^ whole ^* day across one^* prairie. That beautiful ^^ Turkish ^^ car- 
pet is new.*^^ A valuable^* English^* watch was stolen. Idle'''* boys seldom '^^ 
become useful '^^ men. Three ''* yoke of oxen were in each '^* plow. This '^^ is the 
same ''^ book that I had. 

Prog. — XXVII. — The valiant soldiers rushed into ^ the jaws of ^ death. Point 
out both* the nouns and* the pronouns. Do you love him because^ Idol The 
winds blew, but ^ the house stood firm. I thank thee for ^ thy love to * me. We 
must either * obey or i** be punished. He knew that ^^ he was wrong. Wisdom is 
better than ^^ riches. Take heed lest '* ye fall. Mary and i* Susan prefer white 
or ^^ blue ribbons. Except ^^ ye repent, ye shall all likewise perish. He labors ; 
consequently i'' he succeeds. I shall go, notwithstanding i* it rains. It is easily 
proven that ^* the earth is round. If ^* we follow nature, we shaU never go astray. 
Though ^^ hand join hand, the wicked shall not go unpunished. Unless ^^ he go, I 
shall remain. Unless ^* he retreat, his army will be sacrificed. Ye will not .come 
unto Me that ^* ye may have life. Ye receive Me not because ^^ ye know Him not. 
Since ^^ the soil is rich, the corn will grow. He does not deny that ^^ he borrowed 
the money. Virtue gives us more pleasure than 2* pain. It costs less than 2* you 
suppose. Ye shall be as** gods. 



5f5(] TUE SYSTEM METHOD. 

PnOG. XXVIII. — His illness arose from breatliiug impure air. Alas ! I 
do not know what may happen. The slowly falling snow is melting. I am 
on the point of writing. I will have been gone two hours. The clouds 
form a curtain to the setting sun. As the sun was setting, his form ap- 
peared to change. It is growing cold. To wait is often tedious. To steal 
is base. They paid him money. How long we shall stay is not decided. 
The house which you painted white is sold. He stood where I could see 
him. Such written plurals are regular. That life is long which answers 
life's great end. By others' faults, wise men correct their own. If thou 
dost not, he will. English pronouns have no other cases. Nouns and pro- 
nouns have three cases,— nominative, possessive, and objective. He is a 
pronoun used as a subject, and is in the nominative case. Beauty's tears 
are lovelier than her smiles are. If one writes or pronounces in succession 
the positive, comparative, and superlative forms of an adjective, he is 
said to compare the adjective. The words less and least are often used with 
the simple form of adjectives to form phrases of comparison. The habit 
is to be acquired chiefly through imitation. He thus learns principles 
through applying them. If his head does not ache, you should ask him to 
go. If he refuses the gold, I will not send him the silver. If he is true, I 
have no doubt he has friends. I will trust in him, though he slay me. His 
dancing set us all to laughing. If he is alive, he would write to us. That 
thing of which something is said is always an object of thought, and must 
be distinguished from the word which represents an object of thought. 
There the wicked cease from troubling. Sweet are the uses of adversity. 
Your spirits are too bold for your years. He had grown to be quite elegant. 
Waste not a sigh on fortune changed. 

Two good friends had Hiawatha, 
Singled out from all the others. 
Bound to him in closest union. 

They intend starting to-morrow. I enjoy inhaling the crisp air. The rat- 
tling of musketry is said to cause horses to grow restive. We are going to 
try reading him to sleep. They danced themselves out of breath. 



SYSTEM GRAMMAR— OR ABE B. 



567 



Prog. I : 

1. John 

2. Grammar 

6. Stillness 

7. Washington 

10. Countries 

11. Life 

12. Milton 

13. Minds 

Prog. II: 

1. Foxes 

2. Man 

3. Fans 
6. Cajsars 
9. Tooth 

10. Lincoln 

11. Mice 

14. Paleness 



/. Noun. 



a. Common. 
I). Proper. 

proper, 

common, 

common, 

proper, 

common, 

common, 

proper, 

common. 



2. Number. 

a. Singular. 

b. Plural. 

singular, 

singular, 

singular, 

singular, 

plural, 

singular, 

singular, 

plural. 



3. Thing Named. 

a. Material. 

b. Immaterial. 

material. 

material. 

immaterial. 

material. 

material. 

immaterial. 

material. 

immaterial. 



/. Noun. 2. Number. 3. Thing Named. 4. R. for Sp. 



a. Common. 

b. Proper. 

common, 

common, 

common, 

proper, 

common, 

proper, 

common, 

common, 



a. Singular. 

b. Plural. 

plural, 

singular, 

plural, 

plural, 

singular, 

singular, 

plural, 

singular. 



a. Material. 

b. Immaterial. 

material, 
material, 
material, 
material, 
material, 
material, 
material, 
immaterial. 



a. Paxle . 

b. Irregular. 

rule 11. 
irregular, 
rule 10. 
rule 10. 
irregular, 
rule 10. 
irregular, 
rule 11. 



Prog. Ill ! 



1. Sarah 

2. Pencils 
8. Sugar 

5. Softness 

6. Woman 
10. Nancies 
12. Uncles 

Prog. IV: 

1. Abide 

2. Arose 

3. Asked 

4. Am 

8. Beginning 

14. Bereft, r. 

18. Buy 

19. Bade 



/. Noun. 

a. Common. 

b. Proper. 



proper, 

common, 

common, 

common, 

common, 

proper, 

common. 



2. Number. 3. Gender. 



a. Singular. 

b. Plural. 



singular, 

plural, 

singular, 

singular, 

singular, 

plural, 

plural. 



/. Verb. 2. Principal Parts. 



= verb, abide, abode, abode, 

= verb, arise, arose, arisen, 

=: verb, ask, asked, asked, 

== verb, am, was, been, 

= verb, begin, began, begun, 

= verb, bereave, bereft, bereft, 

= verb, buy, bought, bought, 

= verb, bid, bade, bidden. 



a. MaHCuline. 

b. Feminine. 

c. Neuter. 

d. Common. 

feminine, 

neuter, 

neuter, 

neuter, 

feminine, 

feminine, 

masculine. 



Regularity. 

a. Regular. 

b. Irregular. 

irregular, 

irregular, 

regular, 

irregular, 

irregular, 

irregular, 

irregular, 

irregular. 



R. for Sp. 

a. Rule . 

b. Irregular. 

rule 10. 
rule 10. 
rule 10. 
rule 11. 
irregular, 
rule 11. 
rule 10. 

4. Tense. 

a. Perfect. 

b. Imperfect. 

imperfect. 

perfect. 

perfect. 

imperfect. 

imperfect. 

perfect. 

imperfect. 

perfect. 



568 



THE SYSTEM METHOD. 



Prog. V: 


/. 


Regularity. 2. 

a. Regular. 

b. Irregular. 


Principal Parts 


5. Inflection. 4. Tense. 

a. Complete, a. Imperfect. 

b. Defective, b. Perfect. 

c. Redundant. 


1. Chide 


= 


irregular, chide, 


chid, chidden. 


etc., redundant, imperfect. 


2. Forgotten 


= 


irregular, forget 


, forgot, forgotten, etc., redundant, perfect. 


3. Must 


= 


irregular, must, 




defective, imperfect. 


4. Mocked 


= 


regular, mock, 


mocked, mocked, comple 


e, perfect. 


6. Sat 


= 


irregular, sit, sat, sat. 


complete, perfect. 


10. Stay, r. 


= 


irregular, stay. 


staid, staid. 


redundant, imperfect. 


11. Wet, r. 


== 


irregular, wet, wet, wet, 


redundant, imperfect. 


13. Ought 


= 


irregular, ought 


1 


defective, imperfect. 


Prog. TI: 




/. Regularity. 


2. Inflection. 


3. Action. 


4. Tense. 






a. Regular. 

b. Irregular. 


a. Complete. 

b. Defective. 

c. Redundant. 


a. Finished. 

b. TJnflnisbec 


a. Imperfect 

b. Perfect. 


1. Wish 


= 


regular. 


complete. 


unfinished, 


imperfect. 


3. See 


= 


irregular, 


complete. 


unfinished. 


imperfect. 


4. Goes 


= 


irregular. 


complete. 


unfinished. 


imperfect. 


6. Had 


= 


irregular, 


complete. 


finished. 


perfect. 


7. Would 


= 


irregular. 


defective. 


finished, 


perfect. 


8. Write 


= 


irregular. 


complete. 


unfinished. 


imperfect. 


10. Forming 


= 


regular. 


complete. 


unfinished, 


imperfect. 


11. Was 


= 


irregular, 


complete, 


finished. 


perfect. 


Prog. VII: 




/. Inflection. 


2. Time. 


3, Tense. 


4. Event. 






a. Complete. 

b. Defective. 

c. Redundant 


a. Present. 

b. Past. 

c. Future. 


a. Imperfect. 

b. Perfect. 


a. Determined. 

b. Undetermined. 


1. Be 


= 


complete, 


future. 


imperfect. 


undetermined. 


2. Is 


= 


complete, 


present. 


imperfect. 


determined. 


3. Do 


= 


complete. 


present. 


imperfect. 


deternained. 


4. Eead 


= 


complete. 


future. 


imperfect. 


undetermined. 


5. Mayst 


= 


defective, 


present. 


imperfect, 


determined. 


6. Rose 


= 


complete. 


past. 


perfect, 


determined. 


9. WiU 


= 


defective, 


future. 


imperfect. 


determined. 


10. Lose 


= 


complete. 


future, 


imperfect, 


undetermined. 


Prog. VIII 




/. Inflection. 


2. Time. 3 


. Event. 


^, Mood. 






a. Complete. 

b. Defective. 

c. Redundani 


a. Present. 

b. Past. 

\,. c. Future. 
d. Equivocal. 


a. Determined. 

b. Undetermined 


a. Indicative. 
. b. Subjunctive. 


1. Is 


= 


complete. 


present. 


determined, 


indicative. 


2. Must 


= 


defective, 


equivocal, 


determined, 


indicative. 


3. WiU 


= 


defective, 


equivocal. 


determined, 


indicative. 


7. Exert 


= 


complete, 


future. 


undetermined, 


subjunctive. 


8. Be 


= 


complete, 


present, 


txndetermined, 


subjunctive. 


12. Has 


= 


complete. 


present. 


determined. 


indicative. 


15. Desires 


= 


complete, 


present, 


determined, 


indicative. 



SYSTEM GRAMMAR— GRADE B. 



569 



Prog. IX 



5. Is = 

6. Have = 

7. Be = 
9. Thundered = 

10. Would = 

13. Had = 

16. Musti = 



/. Inflection. 2. Tense. 



a. Complete. 

b. Defective. 

c. Redundant. 

complete, 
complete, 
complete, 
complete, 
defective, 
complete, 
defective. 



a. Imperfect, 

b. Perfect. 



imperfect, 

imperfect, 

imperfect, 

perfect, 

perfect, 

perfect, 

imperfect, 



3. Time. 

a. Present. 

b. Past. 

c. Fature. 

d. Equivocal. 

present, 

present, 

future, 

equivocal, 

equivocal, 

present, 

past. 



4. Mood. 

a. Indicative. 

b. Subjunctive. 



indicative. 

indicative 

subjunctive. 

subjunctive. 

indicative. 

subjunctive. 

indicative. 



1 Though in the imperfect, or present, tense, nevertheless must refers 
as the present may refers to past time, in " He may have gone." 



to past time; just 



Prog. X % 



1. "Was 

3. Ordered 

4. Go 

5. Say 

6. Can 

7. Swim 

Prog XI: 



/. Inflection. 2. Tense. 3. Event. 



a. Complete. 

b. Defective. 

c. Redundant, 



complete, 
complete, 
complete, 
complete, 
defective. 



a. Imperfect, a. 

b. Perfect. b, 



perfect, 

perfect, 

imperfect, 

imperfect, 

imperfect, 



Determined. 
Undetermined. 



determined, 
determined. 



4. Mood. 

a. Indicative. 

b. Subjunctive. 

c. Imperative. 

d. Infinitive. 

e. Participial. 

indicative, 
participial. 



redundant, imperfect, 



undetermined, subjunctive, 
determined, imperative, 
determined, indicative, 
determined, infinitive. 



/. Regularity. 



2. Inflection. 3. Tense. 4. Mood. 



a. Regular. a. Complete. 

b. Irregular, b. Defective. 

c. Equivocal, c. Redundant. 



1. Draw 

2. Given 
8. Will 

4. Swing 

5. Corresponding 

6. Be 

Prog. XII : 



1. We 

2. Him 
4. What 
8. Them 

11. Who 

12. Us 

13. Whom 



= irregular, 
= irregular, 
= irregular, 
= irregular, 
= regular, 
= irregular, 

/. Pronoun. 2. 

a. Personal. 

b. Relative. 

c. Interrogative. 

personal, 

personal, 

interrogative, 

personal, 

relative, 

personal, 

interrogative. 



complete, 
complete, 
defective, 
complete, 
complete, 
complete, 

Person. 

a. First. 

b. Second. 

c. Third. 

first, 

third, 

third, 

third, 

third, 

first, 

third. 



a. Imperfect. 

b. Perfect. 



imperfect, 

perfect, 

imperfect, 

imperfect, 

imperfect, 

imperfect, 

3. Number. 

a. Singular. 

b. Plural. 

c. Equivocal. 

plural, 

singular, 

equivocal, 

plural, 

singular, 

plural, 

equivocal, 



a. Indicative 

b. Subjunctive, 

c. Imperative. 

d. Infinitive. 

e. Participial. 

imperative. 

participial. 

indicative. 

infinitive. 

participial. 

imperative. 

4. Case. 

a. Nominative. 

b. Possessive. 

c. Objective. 

nominative. 

objective. 

objective. 

objective. 

nominative. 

objective. 

objective. 



5Y0 



THE SYSTEM METHOD. 



Prog. XIII : /• Substantive. 2. Person. 

a. Noun. a. First. 

b. Pronoun. b. Second. 

c. Third. 



3. Number. 4. Gender. 5. Case. 



1. Who = pronoun, 

3. Authority =: noun, 



7. Her 
10. That 

12. Mine 

13. Whom 
18. Man 



= pronoun, 

= pronoun, 

=: pronoun, 

= pronoun, 

= noun, 



third, 

third, 

third, 

third, 

first, 

third, 

third. 



a. Singular. 

b. Plural. 

c. Equivocal. 

equivocal, 

singular, 

singular, 

singular, 

singular, 

singular, 

singular, 



a. Masculine. 

b. Feminine. 

c. Keuter. 

d. Common. 

common, 

neuter, 

feminine, 

neuter, 

common, 

common, 

masculine, 



Prog. XIV.— Branching by Grrammatical Work-Tree. 



a. Nominative. 

b. Possessive. 

c. Objective. 

nominative. 

objective. 

possessive. 

nominative. 

possessive. 

objective. 

objective. 




GRAlMlVEATICAIv ^?VORK-TR.E;Ei. 

Copyright, 1886, by I. E. WILSON. 



SYSTEM GRAMMAR— GRADE B. 



571 



In learning a branch of learning, there are two great steps to be taken: 
(1.) The objects, or particulars, of which the branch treats are to be dis- 
triljuted into classes; (2.) The classes thus formed are to be branched to- 
gether into a science-system whole — into a tree^ystem unity. In these 
first thirteen programs we have been wholly engaged in first-step work, 
classifying words into nouns, pronouns, and verbs. We will now branch 
these three classes, including their sub-classes, into the higher branch class 
fundamental (see tree), so that we may have a guide by which to practice in 
this second step of branching words into their science system, which, as 
elsewhere shown, is a tree system. For proof that the science-system tree 
is the only true guide and instrument in learning and remembering the 
grammar system, and for proof of its inestimable value as such guide, see 
pp. 29-31, 160, 161, and read pp. 1-134 inclusive, and study especially pp. 
66-78 inclusive. 



Prog. XIY (Continued). — Branching of Fundamentals. 

1. He = word, fundamental, substantive, pronoun, 



personal. 



3. Thanked = word, fundamental, verb, transitive. 

4. Saving = word, fundamental, verb, transitive. 

5. His = word, fundamental, substantive, pronoun, personal. 

6. Life = word, fundamental, substantive, noun, common. 
9. Flying = word, fundamental, verb, intransitive. 

11. Give = word, fundamental, verb, transitive. 

12. Us = word, fundamental, substantive, pronoun, personal. 
14. Eat • = word, fundamental, verb, intransitive. 



Prog. XV : /. Adjective. 



2. Class. 









a. Qualitative. 

b. Quantitative. 

c. Demonstrative. 


1. 


A = 


adjective. 


quantitative. 


2. 


Beautiful = 


adjective. 


qualitative. 


3. 


White = 


adjective. 


qualitative. 


5. 


Three = 


adjective. 


quantitative, 


6. 


Sad = 


adjective, 


qualitative, 


8. 


The = 


adjective. 


demonstrative, 


10. 


Reverent = 


adjective. 


qualitative, 


13. 


Large = 


adjective, 


quantitative. 


Pr( 


9g. XTI: 


/. Adverb. 


2. Class. 

a. Temporal. 

b. Local. 

c. Modal. 

d. Intensive. 

e. Causal. 


1. 


There = 


■■ adverb, 


local. 


2. 


Very = 


: adverb. 


intensive. 


3. 


HapiDily = 


: adverb, 


modal. 


5. 


Continually = 


= adverb, 


temporal. 


9. 


Often = 


■■ adverb, 


temporal, 


11. 


Fearfully = 


adverb. 


modal, 



3. Accessory to What ? 



horse. 

horse. 

horse. 

lives. 

lives. 

man. 

Themistocles, . 

apples. 

3. Accessory to What ? 



lived. 

happily. 

lived. 

darts. 

have. 

made. 



572 



THE SYSTEM METHOD. 



Prog. XVII. — Branching of Adjuncts, or Accessories. 

1. Always = adjunct, adverb, temporal. 

2. Together = adjunct, adverb, local. 

5. Those = adjunct, adjective, demonstrative. 

6. More = adjunct, adverb, intensive. 

7. Cowardly = adjunct, adjective, qualitative. 

8. Away = adjunct, adverb, local. 

10. Where ^= adjunct, adverb, local. 

11. Next = adjunct, adjective, demonstrative. 
13. Ripe = adjunct, adjective, qualitative. 



Prog. XVIII 

1. He = 

2. Went = 

4. The = 

5. Fields = 

6. There = 
8. Filled = 

12. Philip = 
18. Each = 
23. Will = 



. — Branching of 

fundamental, 

fundamental, 

adjunct, 

fundamental, 

adjunct, 

fundamental, 

fundamental, 

adjunct, 

fundamental. 



Fundamentals 

substantive, 

verb, 

adjective, 

substantive, 

adverb, 

verb, 

substantive, 

adjective, 

verb. 



and Adjuncts. 

pronoun, 

intransitive. 

demonstrative. 

noun, 

local. 

transitive. 

noun, 

quantitative. 

intransitive. 



personal. 



proper. 



Prog. XIX : /. Preposition. 2. Object. 3. Antecedent Term. 4, Object. 



1. Up 
3. Of 
5. In 

11. Till 

12. To 

14. To 

15. Before 



preposition, 
preposition, 
preposition, 
preposition, 
preposition, 
preposition, 
preposition. 



street, 

success, 

Egypt, 

night, 

study, 

die, 

him. 



walks, 

fail, 

raised, 

labor, 

devoted, 

born, 

lies. 



a. Koiin. 

b. Pronoun. 

c. Verb. 

noun. 

noun 

noun. 

noun. 

noun. 

verb. 

pronoun. 



Prog, XX: /. Conjunction. 2. Class. 3. Parts Connected. 4. Likeness of Parts. 



1. But =:eonj unction, 

2. And ^conjunction, 

3. Neither ^conjunction, 

4. Nor =conjunction, 

7. Because=conjunction, 

8. Unless =conjunction, 

10. But =conjunction, 

11. If =con junction. 



a. Co-ordinate. 

b. Subordinate. 

co-ordinate, 
co-ordinate, 
co-ordinate, 
co-ordinate, 
subordinate, 
subordinate, 
co-ordinate, 
subordinate, 



(sentences), 
praised, neglected, 
George, James, 
George, James, 
happy — he is, 
stay — you will, 
(sentences), 
get — he sends. 



a. Like. 

b. Unlike. 

like. 

like. 

like. 

like. 

unlike. 

unlike. 

like. 

unlike. 



SYSTEM GRAMMAR— GRADE B. 



573 



Prog^. XXI ; 

1. Alas 

2. Pool! 

3. Hist 

5. O 

6. Humph 

7. Ah 

12. Pshaw 

13. Huzza 
15. Alack 



/. Interjection. 

interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 



2. Principle. 

principle 17. 

principle 17. 

princii^le 17. 

principle 17. 

principle 17. 

principle 17. 

principle 17. 

principle 17. 

principle 17. 



Prog. XXII. — Branching of Words. 

To the Teacher. — It has been shown (pp. 1-145) that (1.) the partially-knowing 
thought thinks the object to be learned through one or two or three disconnected 
classes; (2.) the perfectly-knowing thought thinks the object through all its classes 
as branched together in a tree-class system, or unit. Therefore, to understand words 
(of which sentences are the including wholes) perfectly, we have to branch their 
branches (tree branches) together into what they then form, namely, a tree-system 
unit : so that by thus branching word up its tree through aU its classes (branches), we 
may learn to think it through aU its classes as thus branched together into such a 
tree-class system, or unit. Therefore, as a learner's guide, the grammar tree is strictly 
indispensable ; and, as a process to be practiced by the learner, this branching work 
cannot be less indispensable. (See pp. 29-31, 160, 161, 66-78, and note to Prog. XIV.) 

It has also been shown that in mastering grammar we have two great steps to 
take: (1.) To classify the words into their classes; (3.) To branch together the classes 
thus formed. But doing this second step develops a grammar-system tree, each 
branch and sub-branch of which is a branch and a sub-branch accordingly of the tree- 
trunk class, word. Now, it is not the first, but this second step alone, that makes 
overt the science system of grammar ; therefore, without this second step, by which 
the system (tree) of grammar is developed, we cannot possibly understand the system 
of grammar ; for previous to this second step, to us such system, or tree, can have no 
existence. Consider what a significant fact it is that no text-book of gra mm ar now 
used in the schools of either America or Europe goes further than the first step ! 

On page 29, to show the vast importance of this second step, by which this tree 
guide is formed, it is pointed out that without this second step and the tree, the 
learner is left without that one indispensable thing, a definite, system-guided, process 
of work ! and is accordingly forced to the folly of trying to learn what is a branch, or 
tree, of learning by reading books, another's conclusions, etc. But if learning is 
branching, as I have repeatedly demonstrated, to attempt to acquire it by reading 
merely, is the same sort of sense as attempts to get any other act, as writing or walk- 
ing, by reading merely ! 






GRAlVIIVlATICAIv ^A^ORK-TREE INTERMEDIATE 
Copyriglit, 188G, by I. E. WILSON. 

[5741 



SYSTEM OBAMMAB— GRADE B. 



575 



In "The System Method," No. 6, Demonstration XXII., it is pointed out that 
the only possible way we may rationally know and prove that om* language or any 
sentence is correct, is by means of this grammar-system tree; and in "No Branching 
Guide Previously Discovered," p. 80, it is pointed out that by means of the science 
tree of grammar we develop that sort of thinking power which is able to reason about 
words, in the syllogism; that is, with the best possible understanding whether such 
words are rightly or wrongly built in the sentence whole — ^whether our language is 
correct. 



States = 


fundamental, 


substantive, nominative. 


essential. 


Kise = 


fundamental, 


verb. 


, finite, 


indicative. 


And = 


connective. 


conjunction, co-ordinate. 






Fastened = 


fundamental. 


verb 


, infinite, 


participial. 


In = 


connective, 


preposition. 








Same = 


accessory. 


adjective, adnominal. 






Closely = 


accessory. 


adverb, modifying. 






The = 


accessory. 


adjective, adnominal. 






Arabic = 


accessory. 


adjective, adnominal. 






Prog. XXIII. 


, — Branching of Verbs. 








1. Might 


= 


verb. 


finite, 




indicative. 


2. Have 


= 


verb, 


infinite 


(, 


infinitive. 


3. Been 


= 


verb, 


infinite 




participial. 


6. Be 


= 


verb, 


infinite 


, 


infinitive. 


13. Born 


= 


verb. 


infinite 


, 


participial. 


13. Die 


= 


verb, 


infinite 


, 


infinitive. 


49. Lose 


= 


verb. 


finite, 




subji 


Jnctive. 


51. Hearing 


■ = 


verb. 


infinite 




participial. 


53. Do 


= 


verb. 


finite, 




imperative. 


Prog. XXIV: 


/, Substantive 


(. 2. i 


Case. 3. Construct 


ion. 4. Office. 




a. Noun. 

b. Pronoun. 


a. Nominative. 

b. Possessive. 

c. Objective. 


a. Essential. 

b. Accessory. 

c. Independent. 


a. Subject. 

b. Predicate. 

c. Appositive. 

d. Adnominal. 

e. Object. 


1. Earth 


= noun, 




nominative. 


essential. 


subject. 


3. Voices 


= noun. 




objective, 


accessory. 


object. 


7. His 


= pronoun, 


possessive. 


accessory. 


adnominal. 


10. Who 


= noun. 




nominative. 


essential, 


subject. 


17. Prince 


= noun, 




nominative. 


accessory. 


predicate. 


20. Subject 


= noun. 




nominative. 


accessory, 


predicate. 


30. Theinselves = pronoun. 


objective, 


accessory. 


appositive. 


34. Her 


= pronoun. 


possessive, 


accessory, 


adnominal, 


36. Moment 


= noun, 




objective, 


accessory, 


object. 



5TG 



THE SYSTEM METHOD. 



Prog. XXV.— Branching of SubstantiTes. 



1. They 


= 


substantive, 


nominative. 


essential. 


3. Money 


= 


substantive, 


objective. 


object. 


6. Hero 


= 


substantive, 


objective, 


factitive. 


8. Thee 


= 


substantive. 


objective. 


object. 


9. England 


= 


substantive. 


nominative, 


Independent. 


13. Nominative 


= 


substantive. 


objective. 


appositive. 


17. Which 


= 


substantive. 


objective, 


object. 


31. Him 


= 


substantive. 


objective. 


appositive. 


34. Charlie Flower = 


substantive. 


objective. 


appositive. 


Prog. XXYI.- 


Branching of Accessories, 






1. Often 


= 


accessory. 


adverb. 


modifying. 


4. The 


= 


accessory, 


adjective. 


adnominal. 


6. Evening 


= 


accessory, 


adjective. 


adnominal. 


10. Only 


= 


accessory. 


adverb. 


modifying. 


11. These 


= 


accessory, 


adjective. 


adnominal. 


13. Two 


= 


accessory. 


adjective. 


adnominal. 


14. Irregular 


= 


accessory, 


adjective. 


predicate. 


30. Same 


= 


accessory, 


adjective. 


adnominal. 


33. Again 


= 


accessory. 


adverb, 


modifying. 


Prog. XXYII.- 


-Branching of ConnectiTCS. 




1. Into 


= 


connective, 


preposition. 




3. Both 


= 


connective. 


conjunction. 


co-ordinate. 


5. Because 


= 


connective. 


conjunction. 


subordinate. 


7. For 


= 


connective. 


preposition. 




9. Either 


= 


connective. 


conjunction. 


co-ordinate. 


11. That 


= 


connective,' 


conjunction. 


subordinate. 


14. And 


= 


connective. 


conjunction, 


co-ordinate. 


16. Except 


= 


connective, 


conjunction. 


subordinate. 


18. Notwithstanding = 


connective. 


conjunction. 


subordinate. 


Prog. XXVIII 


. — Branching of Words. 






His = 


fundamental, substantive, possessive. 




Arose = 


fundamental, verb, 


finite, 


indicative. 


From = 


connective, jireposition. 




Breathing = 


fundamental, verb, 


infinite, 


participial. 


Impure = 


accessory, adjective 


1, adnominal. 




Not = 


accessory, adverb. 


modifying. 




Happen = 


fundamental, verb, 


• infinite. 


infinitive. 


Is = 


fundamental, verb, 


finite. 


indicative. 


Gone = 


fundamental, verb, 


infinite. 


participial. 



The System Method.-No. 20. 

Work-Book ol System Graininar, Grade A, 



FOE THE USE OP 



Public Schools, Normal Schools, Teachers' Institutes, 
and Colleges, 



Soi3:oonij 



AND ESPECIALLY ADAPTED TO 

El:xi=osiTioi<rs 



IK WHICH THE ^--^--^^-^-^Sn'S^Z^O^^r^iL'^'S B^lll 

SYSTEM WHOLE. 



BY ISAAC ELDRIDGE WILSON, 

. TT^ARKEB'S WOBK-TBEB, AUTHOR OF THE SYSTEM METHOD, A SEBIES 
^^^^^^^^T^EVTroO^r/orsLrOLS, . SEKXES OF STUDENT'S WOK.-BOOKS, ETC. 



. THE MAN MAY TEACH BY DOING. AND NOT OTHERWISE.--EMERSON. 



LEARNER'S Work-Tree Company. 
1SS6 
37 




COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 

ALL RIGHTS RESERVED. 

Any infringement will be prosecuted to the full extent of the law. 



Systenj Grammar- Grade A. 



— °^@^-=r*^^=-^®^° — 



Prog. Is 



/, Noun. 



2. Current.^ 



1. Hills = 

2. Valleys = 

3. Sweetness = 

10. England = 

11. Dregs = 

13. Manners = 

14. Morals = 
17. Deer = 
21. Property = 
23. Public = 

25. Spectacles = 

26. Coacti-and-six = 
31. Children == 
33. Platoes = 

36. Maries = 

37. School = 

40. People^ = 

41. Six« = 

43. Nine'' = 

44. Army'' = 
46. Mankind = 

50. Greatness = 

51. Regrets = 

56. Poetry = 

57. Nature = 
59. Goings = 
61. Means = 
71. Captain Cooks = 



a. Common. 

b. Proper. 

common, 

common, 

common, 

proper, 

common, 

common, 

common, 

common, 

common, 

common, 

common, 

common, 

common, 

proper,* 

proper, 

common, 

common, 

common, 

common, 

common, 

common, 

common, 

common, 

common, 

proper,^" 

common, 

common, 

proper,* 



a. Singular. 

b. Plural. 

c. Both. 

both, 

both, 

singular, 

both, 

plural, 

both, 

both, 

both,2 

both, 

both,^ 

both,3 

both, 

both, 

both, 

both, 

both, 

both, 

both, 

both, 

both, 

singular,^ 

singular, 

both, 

singular, 

both, 

plural, 

both, 

both. 



3. Thing Named. 

a. Material. 
i). Immaterial, 
c. Equivocal. 

material. 

material. 

immaterial. 

material. 

material. 

immaterial. 

immaterial. 

material. 

material. 

material. 

material. 

material. 

material. 

material. 

material. 

material. 

material. 

equivocal. 

equivocal. 

material. 

material. 

immaterial. 

immaterial. 

equivocal." 

material. 

immaterial. 

equivocal.* 

material. 



iBy "current" is meant whether both the singular and the plural, or whether the one 
alone is in modern use by good authors, or writers. Thus, as a noun, news, but not the sin- 
gular new, is current. ^ See Dem. II., Obs. g. 3 While both the singular and plural are used, 
they are of different significations. "Mark that while Platoes, Maries, and Captain Cooks 
denote classes, nevertheless they are proper nouns; for they each denote an individua ized 
class: see definition, Dem. I., f. ^ People may be said to "denote more than one; still it 
is not plural. The plural is peoples. 6 The plural of six is sixes ; of nine, nines. ' See note o. 
8 There is no occasion to use the plural, mankinds; for we know no such thing. ^ Words, 
which, in one meaning, signify a material object, but signify, in another sense, an immaterial 
object are called equivocal. ^^ Nature is proper by personification; see Dem. Ul , Ubs. a. 

[579] 



580 



THE SYSTEM METHOD. 



Pre 


g. II: /. 


Noun. 2. Current. 3. 


Thing Named. 4. 


Rule for SpeL 


1. 
2. 
4. 


James 
Henry 
One 5 


a. Common, a. Singular. 

b. Proper. b. Plural. 

c. Both. 

=proper, both, 
=proper, both, 
:=common, both, 


a. Material. 

b. Immaterial. 

c. Equivocal. 

material, 
material, 
material, 


a. Rule . 

b. Irregular.2 

c. Common.3 

rule 11. 
rule 11.* 
rule 10. 


5. 

8. 
10. 


Thirds 5 

Superiors^ 
PluraP 


=common, both, 
=common, both, 
=common, both. 


equivocal, 

material, 

material, 


rule 10. 
rule 10. 
rule 10. 


15. 

18. 


Twelfths 5 
Nominatives' 


=common, both, 
'^common, both, 


equivocal, 
material, 


rule 10. 
rule 10. 


19. 


Other's 5 


=common, both. 


material. 


rule 10. 


21. 


Times 


:=commou, both. 


immaterial, 


rule 10. 


22. 
26. 
29. 
30. 


Two 

Turks 
Nos 
Other 5 


=^common, both, 
=proper,^ both, 
=:common, both, 
:=common, both, 


equivocal, 
material, 
equivocal,' 
material, 


rule 10. 
rule 10. 
rule 11. 
rule 10. 


33. 
41. 


One^^ 
Ones^ 


^common, both, 
=common, both. 


equivocal, 
material. 


rule 10. 
rule 10. 


46. 


Hundreds^ 


=common, both. 


material. 


rule 10. 


48. 


Twos 


=common, both, 


material. 


rule 10. 


49. 


Betters^ 


=common, both. 


material, 


rule 10. 


51. 
54. 
61. 
64. 


Tongs 

Mathematics 
Odds 
Measles 


=common, plural, 
=common, plural, 
=common, plural, 
^common, plural, 


material, 
immaterial, 
equivocal, 
material,* 


rule 10. 
rule 10. 
rule 10. 
rule 10. 


66. 


Mumps 


= common, plural. 


immaterial,^ 


rule 10. 


67. 
70. 


Wages 
Molasses 


=common, plural, 
=common, both. 


equivocal, ^° 
material, 


rule 10. 
common.^- 


71. 


News 


=common, plural. 


immaterial. 


rule 10. 


73, 


, World 


=common, both. 


material. 


rule 10. 


77. 


, Years 


=common, both. 


immaterial. 


rule 10. 


79 


. Public 


^common, both. 


material, 


13 


81 


■ Jury 


=common, singular 


, material. 


rule 11. 


96 


. Better-^ 


=common, singular 


, material. 


rule 10. 



iPor three of these rules, see Dem. II., a, b, c; the others see on page 195. 2 see Dem. 
n., Obs. d. sgee Dem. II., Obs. g. * The proper plural of .Herar?/ is fi«wnes. See Rule 11 for 
spelling, p. 196. 6 See Dem. XVII., i, j, k. 6 See note 4 on previous page, Prog. 1. ^ See note 
9 in Dem. 1. ^ Measle=s\>e(ik\ therefore, measles is material. oi/M»ip= mumble; therefore, 
?wuffy3S=mumblings, which is immaterial acts, i" As a repeated act, wages is immaterial, but 
as a thing valued, it is plural ; where it may be taken in either sense, as here, call it equivocal. 
See previous program, note 9. i^ We have " this molasses " and " these molasses ; " molasses 
is common. See Dem. II., Obs. g. 12 There is no occasion to use the spelling publics; for we 
need no such thing. Sec note 8 to previous program. 



BT8TEM QBAMMAB— GRADE A. 



Prog. Ill : 1- Class of Noun. 2. Number. 

a. Common, a. Singular, 

b. Proper. b. Plural. 



1. Parlor = 

3. Spider 

3. Fly 

6. Horses = 

8. Children = 

19. Aunt = 

20. Ant 
2-1. Flock 
29. Death 

34. Captain ■ 

38. Spring 

40. War 

41. Necessity 
43. Nature 

46. Procrastination 
48. Summer 
51. Trouble 

56. Death 

57. Brother 
60. Labor 
68. Echo 
73. Truth 
78. Brook 

86. Virtues 

87. Earth 

89. Everybody 

90. Fox 

91. Fox 

95. Cousins 

96. Cousins 

97. Cousins 

98. Teachers 
101. Spirit 
109. Earth 
116. Child 



=common, 

=common, 

=common, 

=common, 

=common, 

=common, 

=common, 

=common, 

=common, 

=common, 

=common, 

=proper,^ 

=common, 

=proper, 

=common, 

=:common 

=proper, 

=proper, 

=common, 

=proper, 

=:proper, 

=proper, 

=:commonj 

=proper, ^ 

=common, 

=common 

=common 

=common 

=common 

=common 

t^common 

=common 

=common 

=proper, 

=common 



singular, 
singular, 
singular, 
plural, 
plural, 
singular, 
singular, 
singular,^ 
singular, 
singular, 
singular, 
singular, 
singular, 
singular, 
singular, 
^ singular, 
singular, 
singular, 
singular, 
singular, 
singular, 
singular, 
singular, 
plural, 
singular, 
singular, 
singular, 
, singular, 

plural, 
, plural, 
plural, 
plural, 
singular, 
singular, 
singular. 



3. Gender. 4. 

a. Masciiline. 

b. Feminine. 

c. Common. 

d. Neuter. 

neuter, 

common,^ 

common,'^ 

common, 

common, 

feminine, 

neuter,^ 

common,* 

neuter, 

masculine, 

neuter, 

masculine,^ 

neuter, 

feminine, 5 

neuter, 

feminine, 

common, 

masculine,'' 

masculine, 

feminine,* 

feminine, 

feminine, 

masculine, 

feminine, 

neuter, 

masculine,^" 

masculine, 1" 

neuter, 1" 

masculine, 

feminine, 

common, 

common, 

neuter, 

common, 

masculine. 



581 

Personification. 

a. Personified. 

b. Unpersouified. 

unpersonified. 

personified. 

personified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

personified.^ 

unpersonified. 

personified.^ 

unpersonified. 

personified. 

personified. 

personified. 

unpersonified. 

personified. 

personified. 

personified. 

personified. 

personified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified. 

unpersonified, 

unpersonified. 

personified. 

unpersonified. 



llf spider andj?2/ were not here personified, they would be regarded as neuter, in accord 
ance with Dem. III., Obs. d, f ; also Dem. IV., Obs. a. 2 See Dem. III., Obs. f. ^The plural is 
flocks. *See Dem. III., Obs. e. ^See Dem. III., Obs. a, b, c, d; also Dem. III., Obs. c. sproper 
nouns if singular, will not take the definite the before them. ? The gender of Death is deter- 
mined from his and brother; see Dem. HI., Obs. d. ssee Dem. III., Obs. b. » Virtues is an 
individualized class ; it is therefore proper. See Prog. H., note 4. w See Dem. III., Obs. f, g. 



582 



THE SYSTEM METHOD. 



Proff. IV: /. Class of Noun. 2. 


Person. 3 


. Number. 4 


. Gender. 5. 


Personification.^ 






a. Common. 

b. Proper. 


a. First. 

b. Second. 

c. Third. 


a. Singular. 

b. Plul-al. 


a. Masculine. 

b. Feminine. 

c. Neuter. 

d. Common. 


a. Personified. 

b. Unpersonifled. 


1. 


Nero 


=proper. 


third, 


singular. 


masculine. 


unpersonified. 


2. 


Tyrant 


=common, 


third. 


singular. 


masculine, 


unpersonifled. 


3. 


Children 


=common, 


second, 


plural. 


common. 


unpersonifled. 


6. 


Man 


=common. 


third. 


singular. 


masculine, 


unpersonifled. 


7. 


John 


=proper, 


first, 


singular. 


masculine. 


unpersonifled. 


8. 


Ocean 


:=proper,2 


second. 


singular, 


common. 


personifled. 


9. 


Trouble 


=proper, 


second. 


singular, 


common. 


personified. 


12. 


Strangers 


^common. 


third. 


plural, 


common. 


unpersonified. 


13. 


God 


=proper. 


second. 


singular. 


masculine. 


unpersonifled. 


16. 


Naught 


=:common, 


third. 


singular. 


neuter. 


unpersonifled. 


17. 


Builders 


=common, 


second, 


plural, 


common. 


unpersonifled. 


19. 


Fellow 


=common, 


third. 


singular. 


masculine, 


unpersonifled. 


20. 


Sea 


^common, 


second. 


singular, 


common. 


joersonifled. 


21. 


Physician 


=common, 


third, 


singular, 


common. 


unpersonifled. 


22. 


Creator 


=common. 


third, 


singular, 


masculine. 


unpersonifled. 


24. 


Master 


=common, 


third. 


singular, 


masculine. 


unpersonifled. 


28. 


Mortals 


=common, 


first. 


plural. 


common. 


unpersonifled. 


34. 


Love 


:=common, 


third. 


singular, 


neuter. 


unpersonifled. 


41. 


Time 


=common, 


third. 


singular. 


neuter. 


unpersonifled. 


42. 


Wrinkles 


=common, 


third. 


plural. 


neuter. 


unpersonifled. 


44. 


Snow-drifts 


5 =common. 


third. 


plural, 


neuter. 


unpersonifled. 


46. 


School-boys=common, 


third. 


plural. 


masculine. 


unpersonifled. 


48. 


Hearts 


= common, 


third. 


plural. 


neuter. 


unpersonifled. 


52. 


Children's 


:=common, 


third. 


plural. 


common. 


unpersonifled. 


54. 


Knee 


=common, 


third. 


singular. 


neuter. 


unpersonifled. 


55. 


Depths 


=common, 


third. 


jilural. 


neuter. 


unpersonifled. 


59. 


John 


=proper, 


third. 


singular. 


masculine. 


unpersonifled- 


60. 


John 


=proper, 


third. 


singular. 


masculine. 


unpersonifled. 


61. 


Friend 


=common, 


third. 


singular. 


common. 


unpersonifled. 


62. 


Somebody 


=common, 


third. 


singular. 


common. 


unpersonifled. 


64. 


God 


:=proper, 


third. 


singular. 


masculine. 


unpersonified. 


65. 


Heavens 


=common, 


third. 


plural. 


neuter, 


unpersonified. 


66. 


Enterprise 


=common, 


third. 


singular. 


neuter, 


unpersonified. 


68. 


Man 


=common, 


third. 


singular. 


masculine. 


unpersonified. 


71. 


Daughter 


=:commou, 


third. 


singular, 


feminine. 


unpersonified. 


72. 


Father 


=common, 


second, 


singular. 


masculine. 


unpersonified. 


74. 


Pleasure 


= common, 


third. 


singular. 


neuter. 


unpersonified. 


75. 


Company 


^common. 


third. 


singular. 


neuter. 


unpersonified. 



iSee Dem. III., c, d. 2 See Dem. III., a, b, c, d. ■*See Dem. XXIIL, note under p; but 
two words of different properties or not appositives must be taken separately. See "Learn- 
er's Process of Work Benighted," " One Verb Consists of a Single Word," and " Two Words 
as One," pages 377, 387, and 393. 



SYSTEM GRAMMAR— GRADE A. 



583 



Prog. V : /. Number. 2. Gender. 3. Case. 4. Case Determined by.^ 

a. Singular, a. Masculine, a. Nominative, a. The apostrophe. 

■ . b. Substituting pronoun, 
c. Be and Same Meanings. 

substituting pronoun. ^ 

the apostrophe.^ 

be and same meanings.^ 

be and same meanings. 

be and same meanings. 

be and same meanings. 

be and same meanings. 

be and same meanings.^ 

be and same meanings. 

be and same meanings. 

substituting pronoun. 

be and same meanings. 

be and same meanings. 

substituting pronoun. 

be and same meanings. 

be and same meanings. 

be and same meanings. 

be and same meanings. 

be and same meanings. 

substituting pronoun. 

be and same meanings. 

substituting pronoun, 
after to be. 
substituting pronoun, 
the apostrophe, 
substituting pronoun, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
substituting pronoun, 
neuter, nominative, substituting pronoun. 

' Study carefully Dem. V., j, g., h, i. 2 See Dem. V., i, j. ^King means the same as the 
objective himself, from which it is separated by be. * Outcast and sacrifice refer to the same 
things as she and Lady Jane Orey; and wanders and fell are equivalent to Be words : " She 
wanders [being] an outcast," etc. 6 xhe student here is to determine by the principle of " Be 
and Same Meanings" (see Dem. V., h) that straw is objective, but he is to go no farther. 
Neither is the teacher, even, to talk about sfraiu being "governed" by the "finite verb" 
care, until after the pnpil shall have studied and learned what is meant by " governing" and 
"finite verbs." Let the teacher heed this remark, ejn Syntax, we shall find that dollar is 
object of worth, which is a preposition ; see Dem. XIX., Obs. f, g. ' Feet is object of the ad- 
jective high; see Dem. XXVI., b, 6, b. sxhis Hassan is the name of a name; it is therefore 
neuter. ^See Dem. VI., a, 1, a, b, c. loxhe predicate noun is not necessarily of the same 
person, number, or gender as the nominative ; but it is of the same case. 









b. Plural. 


b. Feminine, b. Possessive. 

c. Neuter. c. Objective. 

d. Common. 


1. 


Brain 


= 


singular, 


neuter. 


nominative. 


2. 


Devil's 


= 


singular, 


masculine. 


possessive. 


3. 


Workshop 


' = 


singular, 


neuter. 


nominative. 


4. 


Money 


= 


singular. 


neuter. 


objective,^ 


6. 


Prince 


= 


singular. 


masculine. 


nominative. 


8. 


King 


= 


singular. 


masculine. 


^objective,^ 


9. 


Outcast 


= 


singular, 


feminine, 


nominative,* 


11. 


Straw 


= 


singular, 


neuter. 


objective, 5 


13. 


Lawyer 


= 


singular. 


masculine. 


, nominative. 


15. 


Henry 


= 


singTdar, 


masculine. 


objective. 


30. 


Hat 


=: 


singular. 


neuter. 


nominative, 


21. 


DoUar6 


= 


singular, 


neuter. 


objective,^ 


23. 


Feet^ 


= 


plural, 


neuter. 


objective. 


24. 


Angels 


= 


plural, 


common. 


objective. 


25. 


Guides 


= 


plural. 


common. 


objective. 


27. 


Caesar 


= 


singular, 


masculine. 


nominative. 


37. 


Emperor 


= 


singular, 


masculine. 


nominative. 


43. 


Sacrifice 


= 


singular. 


neuter. 


nominative,* 


50. 


Question 


= 


singular. 


neuter. 


objective, 


59. 


Feet 


= 


plural. 


neuter. 


objective. 


64. 


Hassan 


= 


singular. 


neuter,* 


nominative. 


69. 


Man 


= 


singular. 


mascuUne, 


objective,^ 


70. 


Lord 


=: 


singular, 


masculine, 


nominative. 


72. 


Silver 


= 


singular, 


neuter. 


objective. 


83. 


Mother's 


= 


singular. 


feminine. 


possessive. 


91. 


Change 


= 


singular, 


neuter. 


objective, 


93. 


Light 


= 


singular. 


neuter. 


nominative. 


103. 


Prey 


= 


singular. 


common. 


nominative. 


104. 


Eyes 


= 


plural. 


neuter,i<* 


nominative. 


108. 


Instrum'ts 


= 


plural. 


neuter. 


nominative. 


112. 


Sum 


= 


singular. 


neuter. 


nominative. 


113. 


Ciphers 


= 


plural. 


aeuter, 


objective. 


116. 


Years 


= 


plural. 


neuter. 


nominative. 



584 



THE SYSTEM METHOD. 



Prosr. VI: 



/. Number. 2. Gender. 3. Case. 4. Case Determined by- 

a. Singular, a. Masculine, a. Nominative, a. The apostrophe. 

h. Plural, b. Feminine, b. Possessive, b. Substituting pronoun. 

c. Neuter. c. Objective, c. Be and Same Meanings. 

d. Common. d. Apposition. i 

e. After Being or To Be. 

substituting pronoun. 
substituting pronoun, 
be and same meanings, 
after being. 

be and same meanings, 
be and same meanings, 
after being. 
after to be. 

be and same meanings, 
after to be. 

be and same meanings, 
substituting pronoun, 
substituting pronoun, 
be and same meanings, 
be and same meanings, 
the apostrophe, 
after being. 

be and same meanings, 
be and same meanings, 
substituting pronoun, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
substituting pronoun, 
be and same meanings, 
substituting pronoun, 
be and same meanings, 
be and same meanings, 
the apostrophe, 
substituting pronoun, 
substituting pronoun, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
be and same meanings, 
substituting pronoun.^ 

See Dem. VI. "See Dem. 



1. 


Pagans 


= plural. 


common, 


nominative, 


2. 


Jews 


= plural. 


common. 


objective, 


3. 


People 


= singular, 


common, 


objective,^ 


4. 


Lawyer 


= singular, 


masculine. 


nominative,^ 


5. 


Reason 


= singular, 


neuter, 


nominative, 


6. 


Rascal 


= singular, 


masculine. 


objective,^ 


8. 


Man 


= singular. 


masculine, 


nominative, 


9. 


Englishman * 


= singular. 


mascuhue, 


nominative, 


15. 


Matter * 


= singular. 


neuter. 


nominative, 


16. 


Grammarian 


:= singular, 


common, 


nominative. 


17. 


Mate 


= singular. 


masculine. 


nominative. 


23. 


Luther 


= singular. 


masculine. 


objective. 


24. 


Man 


= singular, 


masculine. 


objective. 


27. 


Thing 


= singular, 


neuter. 


nominative, 


33. 


Rascal 


= singular. 


common. 


nominative, 


35. 


Fellow's 


= singular. 


masculine, 


possessive. 


36. 


Swindler 


== singular. 


mascuhne. 


nominative, 


37. 


Notice 


= singular. 


neuter. 


objective, 


47. 


Two 


:= singular. 


neuter. 


objective. 


53. 


Cakes 


= plural. 


neuter. 


nominative, 


54. 


Justice 


= singular. 


neuter. 


objective. 


57. 


Man 


= singular, 


masculine. 


objective. 


59. 


Use 


= singular. 


neuter. 


objective. 


61. 


Factor 


= singular. 


neuter. 


nominative. 


66. 


Music 


= singular. 


neuter. 


nominative. 


69. 


Dr. Johnson ^ 


= singular, 


mascuUne, 


objective. 


70. 


Moralist 


= singular. 


mascuhne. 


objective, 


72. 


Son 


:= singular. 


masculine, 


nominative. 


73. 


Slave 


= singular. 


masculine. 


nominative, 


76. 


Corpse 


= singular, 


neuter, 


nominative, 


77. 


Duke ['s] 


= singular, 


mascuhne. 


possessive. 


78. 


Norfolk 


= singular. 


neuter, 


objective, 


79. 


Park 


:= singular, 


neuter, 


nominative. 


80. 


Miles 


= plural. 


neuter, 


objective, 


82. 


PhiUp 


= singular. 


masculine, 


nominative. 


84. 


, Plantagenet 


= singTilar, 


mascuhne. 


nominative. 


85. 


. Gods 


= plural, 


mascuhne, 


nominative. 


90. 


, Springs 


= plural, 


neuter. 


nominative. 


95, 


. Husband 


= singular. 


mascuhne. 


nominative, 


96 


. Sir Philip Sidney= singular, 


masculine, 


nominative. 




1 See Dem. VI., 


a, b. 2 See Dem. 


VI., a. 3 See Dem. V., h. * 



XXIII., p and note. 



SYSTEM ORAMMAB— GRADE A. 



585 



Prog. VII : 


/. 


Verb 


1. 


Can 6 


__ 


verb, 


3. 


Play^ 


= 


verb. 


3. 


Has 


= 


verb, 


4. 


Written 5 


= 


verb, 


5. 


Love 


= 


verb. 


6. 


See 


= 


verb, 


7. 


Shine 


= 


verb, 


10. 


Were 


= 


verb. 


11. 


Reading 


= 


verb. 


19. 


Must 


= 


verb. 


20. 


Learn 


= 


verb. 


21. 


Hoped 


= 


verb. 


22. 


Have 


= 


verb, 


23. 


Gone 


= 


verb, 


24. 


Would 


= 


verb. 


25. 


Have 


== 


verb. 


26. 


Believed 


= 


verb. 


35. 


Miglit 


= 


verb. 


36. 


Have 


= 


verb. 


37. 


Been 


= 


verb. 


38. 


Arrested 


= 


verb. 


48. 


Do 


= 


verb. 


49. 


Let 


= 


verb, 


50. 


Go 


= 


verb. 


61. 


See 


= 


verb. 


63. 


Rain 


= 


verb. 


78. 


May- 


= 


verb. 


79. 


Have 


= 


verb. 


80. 


Stolen 


= 


verb. 


84. 


Having 


= 


verb. 


85. 


Been 


= 


verb. 


86. 


Condem'd 


= 


verb. 


87. 


Were 


= 


verb, 


101. 


Is^ 


= 


verb, 


102. 


Subdued^ 


= 


verb. 



2. Principal Parts.^ 

a. Imperfect tense, 

b. Perfect tense, and 

c. Perfect participle. 

can,* could, 
play, -ed, -ed, 
have, had, had, 
write, wrote, writ'n, irregular, 

love, -ed, -ed, regular, 

see, saw, seen, irregular, 
shine, shone, shone, equivocal,* 

am, was, been, irregular, 

read, read, read, irregular, 

must, irregular, 
learn,learnt, learnt, equivocal," 

hope, -ed, -ed, regular, 

have, had, had, irregular, 

go, went, gone, irregular, 

will,* would, irregular, 

have, had, had, irregular, 

believe, -ed, -ed, regular, 

may,* might, irregular, 

have, had, had, irregular, 

am, was, been, irregular, 

arrest, -ed, -ed, regular, 

do, did, done, irregular, 

let, let, let, irregular, 

go, went, gone, irregular, 

see, saw, seen, irregular, 

rain, -ed, -ed, regular, 

may, might, irregular, 

have, had, had^ irregular, 

steal, stole, stolen, irregular, 

have, had, had, irregular, 

am, was, been, irregular, 

condemn, -ed, -ed, regular, 

am, was, been, irregular, 

am, was, been, irregular, 

subdue, -ed, -ed, regular. 



3. Regularity^' 4. Tense.^ 



a. Regular. a. Imperfect, or 

b. Irregular. [present. 

c. Equivocal, b. Perfect, or past. 

irregular, 

regular, 

irregular, 



imperfect. 

imperfect. 

im^^erfect. 

perfect, or past. 

imjDerfect. 

perfect, or past. 

imperfect. 

perfect, or past. 

perfect, or past. 

imperfect. 

imperfect. 

perfect, or past. 

imperfect. 

perfect, or past. 

perfect, or past. 

imperfect. 

perfect, or past. 

perfect, orjjast. 

imperfect. 

perfect, or past. 

perfect, or past. 

imperfect. 

imperfect. 

imperfect, 

imperfect. 

imperfect. 

imperfect. 

imperfect. 

perfect, or past. 

imperfect. 

perfect, or past. 

perfect, or past. 

perfect, or past. 

imperfect. 

perfect, or past. 

1 For the principal parts of any irregular verb, refer to Work-Book No. 18, Appendix B. 
2 See Demonstration VII., d. 8 gee Demonstration VII., h, i, k. 4 See Demonstration VII., 
j. 5 For the reason why care and play, has and written, etc., cannot be taken together as 
one verb, see " One Verb Consists of a Single Word," " Two Words as One," and " Learn- 
er's Process of Work Benighted," pp. 387, 393, 377; see also Demonstration XXIII., p. 490. 
6 A verb is said to be equivocal, when it can be truly called either regular or irregular. 7 Ob- 
serve how hopelessly the time doctrine of tense breaks down, when it is seen that is and subdued, 
the one a present, the other a past, tense, are used joined right together ! 



586 



THE SYSTEM METHOD. 



Prog. VIII : /. Principal Parts. 

a. Imperfect tense, 

b. Perfect tense, and 

c. Perfect participle. 

= can, could, 

= play, played, played, 

= have, had, had, 

= write, wrote, written, 

= am, was, been, 



1. 


Can 


3. 


Play 


3. 


Has 


4. 


Written 


5. 


Was 


6. 


Dreamed 


11. 


Reaped 


13. 


Will 


14. 


Send 


15. 


May 


16. 


See 


18. 


Is 


19. 


Died 


21. 


Shall 


22. 


Inform 


24. 


Were 


25. 


Would 


26. 


Be 


28. 


Should 


36. 


Might 


37. 


Go 


38. 


Were 


39. 


Disposed 


40. 


Could 


41. 


Ask 


46. 


Would 


47. 


Seem 


48. 


Have 


49. 


Been 



2. Regularity. 3. Inflection. 4. Tense 

a. Regular. 

b. Irregular. 

c. Equivocal. 

irregular, defective, 

regular, complete, 

irregular, complete, 

irregular, complete, 

irregular, complete. 



a. Complete, a. Imperfect. 

b. Defective, b. Perfect. 

c. Redundant. 

imperfect. 

imperfect. 

imperfect. 

perfect. 

perfect, 
redundant, perfect, 
complete, perfect. 



= dream, dreamt, dreamt, etc., equivocal, 

= reap, reaped, reaped, regular, 

= wiU, would, irregulaT, defective, imperfect. 

= send, sent, sent, irregular, complete, imperfect. 

= may, might, irregular, defective, imperfect. 

= see, saw, seen, irregular, complete, imperfect. 

= am, was, been, irregular, complete, imperfect. 

= die, died, died, regular, complete, perfect. 

= shall, should, irregular, defective, imperfect. 

= inform, informed, informed, regular, complete, imperfect. 

= am, was, been, irregular, complete, perfect. 

^ wiU, would, irregular, defective, perfect. 

= am, was, been, irregular, complete, imperfect. 

= shall, should, irregular, defective, perfect. 

= may, might, irregular, defective, perfect. 

= go, went, gone, irregular, complete, imperfect. 

= am, was, been, irregular, complete, perfect. 

:= dispose, disposed, disposed, regular, complete, perfect. 

= can, could, irregular, defective, perfect. 

= ask, asked, asked, regular, complete, imperfect. 

= will, would, irregular, defective, pei-fect. 

= seem, seemed, seemed, regular, complete, imperfect. 

= have, had, had, irregular, complete, imperfect. 

= am, was, been, irregular, complete, perfect. 

50. Is ^ = am, was, been, irregular, complete, imperfect. 

51. Punished^ = punish, punished, punished, regular, complete, perfect. 
54. Hanged = hang, hung, hung, etc., equivocal, redundant, perfect. 

67. Had = have, had, had, irregular, complete, perfect. 

68. Been = am, was, been, irregular, complete, perfect. 

iNote.—Jf the advantage, aye, the educational necessity, of treating is punished as what 
they are, namely, two verbs, does not at first appear plain to teacher and pupil, both are 
assured that it will so appear after they have made the start in this direction. Until those 
who have been taught from the false principle of signification to consider two words as one 
verb, can escape the deep and ruinous deception of that error despite their bias, mood must 
remain to them an unsolved problem ; and infinitives and participles they can never under- 
stand. By this system method, however,— of treating each word as a separate verb,— the 
student may not only pierce to the heart of mood, but to him what in infinitives and partici- 
ples is abstruse, will become intelligible, short, and simple. See "One Verb Consists of a 
Single Word," "Two Words as One," and "Learner's Process of Work Benighted," pp. 387, 
393, 377. 







SYSTEM 


GRAMMAB— 


GRADE A. 


SST 


Prog. IX: / 


. Regularity. 2 


. Inflection. 3 


Event. 4. 


Mood. 






a. Regular. 

b. Irregular. 


a. Complete. 

b. Defective. 

c. Redundant. 


a. Determined. 

b. Undetermined. 


a. Indicative. 

b. Subjunctive 


1. 


Be 


:=irregular. 


complete, 


undetermined. 


subjunctive. 


2. 


Is 


=irregular. 


complete. 


determined, 


indicative. 


3. 


Do 


=irregular. 


complete. 


determined, 


indicative. 


4. 


Read 


^irregular. 


complete. 


undetermined. 


subjunctive. 


5. 


Mayst 


=irregular. 


defective. 


determined. 


indicative. 


6. 


Demands =regular. 


complete. 


determined. 


indicative, 


7. 


Rose 


:=irregular. 


complete. 


determined, 


indicative. 


9. 


Will 


^irregular. 


defective. 


determined. 


indicative. 


10. 


Lose 


=irregular. 


complete. 


undetermined. 


subjunctive. 


11. 


Maintains=regular, 


complete. 


determined. 


indicative. 


12. 


Loses 


=irregular. 


comj)lete. 


determined. 


indicative. 


13. 


Do 


=irregular. 


complete. 


undetermined. 


subjunctive. 


14. 


Shall 


=iiTegular, 


defective. 


determined, 


indicative. 


15. 


Does 


=iiTegular, 


complete. 


determined. 


indicative. 


20. 


Gets 


= irregular. 


complete, 


determined, 


indicative. 


22. 


Get 


=irregular. 


complete. 


undetermined. 


subjunctive. 


25. 


Have 


=irregular, 


complete. 


determined. 


indicative. 


26. 


Are 


=irregular. 


complete. 


determined, 


indicative. 


27. 


Find 


^irregular. 


complete. 


undetermined. 


subjunctive. 


28. 


Come 


^irregular. 


complete. 


undetermined. 


subjunctive. 


29. 


Do 


=irregular. 


complete, 


undetermined. 


subjunctive 


30. 


Should 


=:irregular. 


defective. 


determined. 


indicative. 


31. 


Aches 


=regular, 


complete. 


determined. 


indicative. 


32. 


Must 


=irregular. 


defective. 


determined, 


indicative. 


33. 


Be 


=irregular. 


complete. 


undetermined. 


subjunctive. 


34. 


Is 


=irregular. 


complete. 


determined. 


indicative. 


37. 


Refuses 


=regular. 


complete, 


determined. 


indicative. 


38. 


Will 


=irregular. 


defective, 


determined. 


indicative. 


30. 


Refuse 


^regular. 


complete. 


undetermined. 


subjunctive. 


40. 


Are 


^irregular. 


complete. 


determined. 


indicative. 


41. 


Will 


=irregular. 


defective. 


determined. 


indicative. 


42. 


Be 


^irregular. 


complete. 


undetermined. 


subjunctive 


44. 


See 


=irregular. 


complete. 


undetermined. 


subjunctive 


45. 


Shalt 


= irregular. 


defective. 


determined. 


indicative. 


46. 


Will 


^irregular, 


defective. 


determined, 


indicative. 


47. 


Pass 


=regular, 


complete, 


undetermined, 


subjunctive 


48. 


Undo 


^irregular. 


complete, 


undetermined. 


subjunctive 


49. 


Follow 


^regular, 


complete. 


undetermined. 


subjunctive 


50. 


Set 


=irregular, 


complete. 


undetermined, 


subjunctive 


51. 


Slay 


=irregular, 


complete, 


undetermined, 


subjunctive 


52. 


Will 


=regular, 


defective. 


determined, 


indicative. 


53. 


Canst 


=irregular, 


defective. 


determined. 


indicative. 



588 



THE SYSTEM METHOD. 



Prog. X: 


/. Regularity. 2. Inflection. 


3. Time. 4. 


Mood. 






a. 
b. 


Regular. 
Irregular. 


a. Complete. 

b. Defective. 

c. Redundant. 


a. Present. 

b. Past. 

c. Future. 

d. Equivocal. 


a. Indicative. 

b. Subjunctive. 


1. 


Is 


= 


irregular. 


complete. 


present. 


indicative. 


2. 


Must 


= 


irregular. 


defective. 


equivocal, 


indicative. 


4. 


Loves 


= 


regular. 


complete, 


present. 


indicative. 


6. 


Will 


= 


irregular. 


defective. 


future. 


indicative. 


7. 


Exert 


= 


regular. 


complete, 


present. 


subjunctive. 


8. 


Be 


= 


irregular. 


complete. 


present. 


subjunctive. 


9. 


Is 


= 


irregular. 


complete. 


present. 


indicative. 


10. 


Shrink 


= 


irregular, 


complete. 


future. 


subjunctive. 


12. 


Has 


= 


irregular. 


complete. 


present, 


indicative. 


13. 


Find 


= 


irregular, 


complete. 


future. 


subjunctive. 


14. 


Do 


= 


irregular. 


complete. 


future. 


subjunctive. 


15. 


Desires 


= 


regular. 


complete. 


present. 


indicative. 


16. 


Steal 


= 


irregular. 


complete. 


future. 


subjunctive. 


17. 


Have 


= 


irregular. 


complete, 


future, 


subjunctive. 


19. 


Like 


= 


regular, 


complete. 


future. 


subjunctive. 


21. 


Does 


= 


irregular, 


complete. 


present. 


indicative. 


22. 


Aches 


= 


regular, 


complete, 


present. 


indicative. 


25. 


Is 


= 


irregular. 


complete, 


present. 


indicative, 


26. 


Find 


= 


irregular, 


complete. 


future. 


subjunctive. 


27. 


Eefuse 


= 


regular. 


complete. 


future, 


subjunctive. 


28. 


Holdst 


= 


irregular, 


complete. 


present. 


indicative. 


30. 


Please 


= 


regular, 


complete. 


future. 


subjunctive. 


32. 


Be 


= 


irregular, 


complete. 


present. 


subjunctive. 


34. 


Didst 


= 


irregular. 


complete. 


past. 


indicative. 


35. 


Must 


= 


irregular. 


defective, 


future. 


indicative. 


36. 


Have 


= 


irregular, 


complete. 


future. 


subjunctive. 


37. 


Do 


= 


irregular. 


complete. 


future. 


subjunctive. 


38. 


Shall 


= 


irregular, 


defective. 


future, 


indicative. 


40. 


Magnify 


= 


regular, 


complete. 


future. 


subjunctive. 


41. 


Cut 


= 


irregular. 


complete. 


equivocal. 


subjunctive. 


43. 


Gather 


= 


regular. 


complete, 


equivocal. 


subjunctive. 


44. 


Can 


= 


irregular. 


defective. 


equivocal. 


indicative. 


45. 


Art 


= 


irregular. 


complete. 


present. 


indicative. 


46. 


Be 


= 


irregular. 


complete. 


present. 


subjunctive. 


48. 


Can 


= 


irregular. 


defective. 


present. 


indicative. 


49. 


Are 


= 


irregular. 


complete. 


present, 


indicative. 


50. 


Appear 


= 


regular, 


complete,^ 


present. 


indicative. 


51. 


Must 


= 


irregular. 


defective, 


future. 


indicative. 


52. 


, Be 


= 


irregular, 


complete. 


future. 


subjunctive. 


53. 


Should 


= 


irregular. 


defective, 


present. 


indicative. 


54. 


Forget 


= 


irregular. 


complete, 


future. 


subjunctive. 



SYSTEM GRAMMAR— GRADE A. 



589 



Prog. XI: 1. Regularity. 2. Inflection. 3. Event. 4. Time. 5. Mood. 

a. Regular, a. Defective, a. Determined. a. Present, a. Indicative, 
b'. Irregular, b. Complete, b. Undetermined, b. Past. b. Subjunctive. 

c. Redundance. Supposed. c. Future. 

d. Equivocal. 



1. Have =irregular, complete, undetermined, future, 

2. Will =irregular, defective, determined, future, 

3. Has =irregular, complete, determined, present, 

4. Does =irregular, complete, determined, present, 

7. Be =irregular, complete, undetermined, future, 

8. May =irregular, defective, determined, future, 

9. Thundered^^regular, complete, supposed, 

10. Would =irregular, defective, determined, 

11. Thundered =regular, complete, determined. 



12. Did =irregular, complete, determined, 

13. Had^ =irregular, complete, supposed, 

14. Would —irregular, defective, determined, 

15. Had =irregular, complete, determined, 

16. Must* =:irregular, defective, determined, 

17. Were =irregular, complete, supposed, 

18. Should =irregular, defective, determined, 

23. Loved ^regular, complete, supposed, 

24. Would =:irregular, defective, determined, 

25. Loved =regular, complete, determined, 

26. Did =irregular, complete, determined, 

27. Were —irregular, complete, supposed, 

28. Would =irregular, defective, determined, 

29. Was :=irregular, complete, determined, 

30. Does =irregular, complete, determined, 

37. Read =irregular, complete, undetermined, future, 

38. Mayst =irregular, defective, determined, future, 

39. Will :=irregular, defective, determined, future, 

40. Pass =regular, complete, undetermined, future, 
42. Died =regular, complete, supposed, 

45. Was ^irregular, complete, determined, 

46. Did =:irregular, complete, determined, 

51. Had =irregular, complete, supposed, 

52. Should =irregular, defective, determined, 

53. May =irregular, defective, determined, 

54. Makes =irregular, complete, determined, 



subjunctive. 

indicative. 

indicative. 

indicative. 

subjunctive. 

indicative, 
equiv'cal,^ subjunctive, 
equiv'cal.^ indicative. 

indicative. 

indicative. 

subjunctive. 

indicative. 

indicative. 

indicative. 

subjunctive. 

indicative. 

subjunctive. 

indicative. 

indicative. 

indicative. 

subjunctive. 

indicative. 

indicative. 

indicative. 

subjunctive. 

indicative. 

indicative. 

subjunctive, 
equiv'cal,^ subjunctive, 
past, indicative, 

past, indicative, 

past, subjunctive, 

equivocal, indicative, 
present, indicative, 
present, indicative. 



past, 

past, 

present, 

present, 

past, 

past,* 

present, 

present, 

present, 

present, 

past, 

past, 

present, 

past, 

past, 

present. 



1 See Dem. X., a. Observe tbat in this sentence it does not thunder, whereas in the next 
sentence it does thunder. 2 '-Equivocal " here equals " either present or future." SMark how 
false the doctrine that " the past tense denotes past time ; " for here the past had, as Indeed 
often occurs, refers not to past, but to present, time ! See " The Correct Theory of Tense," 
and "Learner's Process of Work Benighted," pp. 384, 377. * Though in the imperfect, or pres- 
ent, tense, nevertheless must refers to past time: precisely as the imperfect (present) may 
refers to past time, in " He may have gone." 



690 



THE SYSTEM METHOD. 



Prog. XII: /. Principal Parts. 

a. Imperfect tense, 

b. Perfect tense, and 

c. Perfect participle. 



2. Regularity. 3. Tense. 4. Mood. ^ 



a. Regular. a. Imperfect. 

b. Irregular, b. Perfect. 

c. Equivocal. 



10. 
14. 
15. 
16. 
17. 
18. 
19. 
20. 
21. 
23. 
24. 
25. 
38. 
39. 
40. 
47. 
48. 
49. 
50. 
51. 
52. 
53. 
54. 
55. 
56. 
62. 
63. 
71. 
72. 
83. 
84. 
85. 
86. 



Study =study, -ed, -ed, regular, imperfect, 

Will =will, would, irregular, imperfect, 

Improve =improve, -ed, -ed, regular, imperfect. 

Am =am, was, been, irregular, imperfect. 

Have =liave, had, had, irregular, imperfect, 

Told =tell, told, told, irregular, perfect, 

Does =do, did, done, irregular, imperfect. 

Hear =liear, heard, heard, irregular, imperfect, 

Am =am, was, been, irregular, imperfect. 

Mistaken =mistake, -took, -taken, irregular, perfect. 

Might =may, might, irregular, perfect. 

Have =:have, had, had, irregular, imperfect. 

Been =am, was, been, irregular, perfect. 

Elected =elect, -ed, -ed, regular, perfect. 

Flee =flee, fled, fled, irregular, imperfect. 

Is =am, was, been, irregular, imperfect. 

Sail =sail, -ed, -ed, regular, imperfect. 

Go =go, went, gone, irregular, imperfect, 

Bid =bid, bade, bidden, irregular, imperfect. 

Do =do, did, done, irregular, imperfect. 

Should =shall, should, irregular, perfect. 

Be =am, was, been, irregular, imperfect. 

Flattered =flatter, -ed, -ed, regular, perfect. 

Let =let, let, let, irregular, imperfect. 

Be =am, was, been, irregular, imperfect. 

Cursed =curse, -ed, -ed, regular, perfect. 

Be =am, was, been, irregular, imperfect. 

Did =do, did, done, irregular, perfect. 

Call =call, -ed, -ed, regular, imperfect. 

Be =am, was, been, irregular, imperfect, 

Hallowed=hallow, -ed, -ed, regular, perfect. 

Be =am, was, been, irregular, imperfect. 

Be =am, was, been, irregular, imperfect. 

Known =know, knew, known, irregular, perfect, 

Rattling =rattle, -ed, -ed, regular, imperfect. 

Is =am, was, been, irregular, imperfect. 

Said =say, said, said, irregular, perfect. 

Cause =cause, -ed, -ed, regular, imperfect, 

iFor "How to Ascertain tbe Mood," see Dem. XII., e, f. 



a. Imperative. 

b. Indicative. 

c. Subjunctive. 

d. Infinitive. 

e. Participial. 

subjunctive. 

indicative. 

infinitive. 

indicative. 

indicative. 

participial. 

indicative. 

infinitive. 

indicative. 

participial. 

indicative. 

infinitive. 

particii^ial. 

participial. 

imperative. 

indicative. 

infinitive. 

imperative. 

imperative. 

infinitive. 

indicative. 

infinitive. 

participial. 

imperative. 

infinitive. 

participial. 

imperative. 

indicative. 

imperative. 

imperative. 

participial. 

imperative. 

imperative. 

participial. 

particii^ial. 

indicative. 

participial. 

infinitive. 



SYSTEM GBAMMAR— GRADE A. 



591 



Prog. XIII : / 



Regularity. 2. 

a. Regular. 
i). Irregular. 



Inflection. 3. Tense. 



a. Complete. 

b. Defective. 

c. Redundant, 



a. Imperfect, 

b. Perfect. 



7. 

9. 
10. 
11. 
12. 
13. 



Can = 

Do = 

Sing = 

Was = 

5. Inclined = 

6. Sleep = 
Hate 3 = 
Could = 
Laugh = 
Be = 
Be = 
Go = 

14. Be = 

15. ThougM^ = 
18. Were® = 

Were = 
Commence = 

Do = 

Advance = 

Refrain = 

Love = 

Borrowed = 

Died = 

Loved = 



19. 
31. 
32. 
35. 

40. 
41. 
46. 

47. 
48. 



50. Be 

51. Let 



52. 
53. 
54. 
68. 
66. 
68. 



Being 

Defeated 

Ring 

Sit 

Speak 

Had 



77. Approacli'g = 



irregular, 
irregular, 
irregular, 
irregular, 
regular, 
irregular, 
regular, 
irregular, 
regular, 
irregular, 
irregular, 
irregular, 
irregular, 
irregular, 
irregular, 
irregular, 
regular, 
irregular, 
regular, 
regular, 
regular, 
regular, 
regular, 
regular, 
irregular, 
irregular, 
irregular, 
regular, 
irregular, 
irregular, 
: irregular, 
: irregular, 
regular. 



defective, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

defective, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 

complete, 



imperfect, 

imperfect, 

imperfect, 

perfect, 

perfect, 

imperfect, 

imperfect, 

perfect, 

imperfect, 

imperfect, 

imperfect, 

imperfect, 

imperfect, 

perfect, 

perfect, 

perfect, 

imperfect, 

imperfect, 

imperfect, 

imperfect, 

imperfect, 

perfect, 

perfect, 

perfect, 

imperfect, 

perfect, 

imperfect, 

perfect, 

imperfect, 

imperfect, 

imperfect, 

perfect, 

imperfect. 



4. Mood.^ 

a. Imperative. 

b. Indicative. 

c. Subjunctive, 

d. Infinitive. 

e. Participial. 

indicative.^ 

infinitive. 

infinitive. 

indicative. 

participial. 

infinitive.^ 

infinitive. 

indicative. 

infinitive.* 

infinitive. 

infinitive. 

infinitive. 

infinitive. 

participial. 

indicative.® 

subjunctive. 

imperative. 

imperative. 

imperative. 

infinitive. 

infinitive. 

participial. 

indicative. 

participial. 

infinitive. 

participial. 

participial. 

participial. 

imperative. 

imperative. 

infinitive. 

subjunctive. 

participial. 



iSee "The Potential Mood a Blunder," "Would Make the Verb belong to the Mood,^' 
..Pot:ntl.'F"rd1tion.alse;'"L™^^^^ 

.For ''How to Ascertain the ^ood," see De m^ ^Ini ^llugk is ^ere verbal comple- 
tively as objects of the P-P^^^f '/^^^J:™- g™" i 1, m, nfo. e Tr^.^istbesubjunc 

licensed use of were, see Particular 315. Dem. XIII. 



692 



THE SYSTEM METHOD. 



Prog. XIV: /■ Class of Pronoun. 2. Person. 3. Number. 4. Gender. 5. Case. 

a. Personal. a. First. a. Singular, a. Masculine, a. Nominative. 

b. Relative. b. Second, b. Plural. b. Feminine, b. Objective. 

c. Interrogative, c. TMrd. c. Equivocal, c. Neuter. c. Possessive. 

d. Common. 



1. 


It 


^personal, 


third, 


singular, 


neuter,^ 


nominative. 


2. 


He 


=personal, 


third, 


singular. 


masculine. 


^ nominative. 


3. 


I 


=personal, 


first, 1 


singular. 


common. 


nominative. 


5. 


It 2 


^personal, 


third. 


singular. 


neuter. 


objective. 


6. 


Them 3 


=personal, 


third. 


plural. 


common. 


objective. 3 


9. 


Who 


^relative. 


third. 


singular. 


common. 


nominative. 


16. 


Whom 


^interrogative, 


third. 


singular. 


common. 


objective. 


17. 


You* 


=personal, 


second. 


plural,* 


common. 


nominative. 


20. 


His 


=personal, 


third, 


singular. 


masculine. 


possessive. 


21. 


Whose 


=:interrogative, 


, third. 


equivocal, 


common. 


possessive. 


22. 


Which 


=interrogative, 


third. 


singular. 


neuter. 


nominative. 


23. 


What 


=interrogative, 


third. 


equivocal, 


, neuter, 


objective. 


28. 


Thou 


=personal, 


second. 


singular. 


masculine. 


nominative. 


30. 


Thy 


=personal, 


second, 


singular, 


masculine. 


j)Ossessive. 


36. 


Themselves=personal, 


third. 


plural. 


common. 


objective. 


38. 


It 2 


=personal, 


third. 


singular. 


neuter. 


nominative. 


39. 


My 


=:personal, 


first, 


singular. 


common. 


possessive. 


42. 


Who 


=relative, 


third, 


singular. 


masculine. 


nominative. 


44. 


I 


=personal, 


first. 


singular, 


common. 


nominative. 


45. 


That 


=relative. 


first. 


singular, 


common. 


nominative.^ 


47. 


My 


=personal, 


first. 


singular. 


common. 


possessive. 


48. 


Who 


=interrogative, 


third. 


plural, 


common. 


nominative. 


49. 


You 


=personal, 


second. 


plural. 


common. 


nominative. 


50. 


That 


=relative, 


second. 


plural. 


common. 


nominative. 


58. 


Who 5 


=:relative,^ 


third. 


singular. 


masculine. 


nominative. 


54. 


You* 


=personal, 


second. 


pluraL* 


masculine. 


nominative. 


55. 


Yourself 


^personal, 


second, 


singular. 


masculine. 


nominative. 


56. 


What 


=interrogative, 


, third. 


singular. 


neuter, 


nominative. 


61. 


Ye 


=personal, 


second. 


plural. 


common. 


nominative. 


62. 


Who 


=relative, 


second. 


plural. 


common. 


nominative. 


66. 


Whose 


=relative. 


third, 


singular, 


masculine. 


possessive. 


68. 


Whom 


=relative, 


third. 


singular. 


masculine. 


objective. 


70. 


He 


=personal, 


third. 


singular, 


masculine. 


nominative. 


71. 


Who 


^relative, 


third, 


singular. 


masculine. 


nominative. 


78. 


You 


=personal, 


second. 


plural. 


common, 


objective. 


80. 


We 


=personal, 


first, 


plural. 


common, 


nominative. 


IOC 


). Mine« 


=personal, 


first, 


singular. 


common. 


possessive.^ 



1 Subject and predicate nouns and pronouns must agree in case, not necessarily in per- 
son, number, and gender. 2 gee Dem. XIV., a; also Dcm. XV., a. sgee Dem. V., h. * You 
is always grammatically plural ; see Dem. XV. 6 gee " Difference Between a Relative and an 
Interrogative," Dem. XV., p. 457. ^See Dem. XIV., Obs. d. 







SYSTEM 


QBA3IMAB— GRADE A. 


593 


Viog, XV : 


/. Class of Pro. 2. Person. 


3. Number. 


4. Gender. 


5. Case. 






a pGrsonfil- 


a. First. 


a. Singular, a. 


. Masculine. 


a. Nominative. 






b'. Relative. 

c. Interrogative. 


b. Second. 


b. Plural. b 


. Feminine. 


b. Possessive. 






c. Third. 


c. Equivocal, c 


. Neuter. 
. Common. 


c. Objective. 


1. It 





personal, 


third. 


singular. 


neuter. 


nominative. 


2. It 


^^ 


personal, 


third. 


singular. 


neuter, 


objective. 


5. What 


, 


relative, 


third. 


singular. 


neuter. 


nominative. 


6. He 





personal, 


third. 


singular. 


masctdine, 


nominative. 


7. It 


_: 


personal, 


third. 


singular. 


neuter. 


nominative. 


8. They 


= 


personal. 


third. 


plural. 


common. 


nominative. 


13. Your 


==: 


personal, 


second, 


plural. 


common. 


possessive. 


19. Which 





relative, 


third. 


singular. 


neuter, 


objective. 


21. We 


=^ 


personal, 


first, 


plural, 


feminine, 


nominative. 


25. Ourself 


:=3 


personal, 


first. 


singialar. 


common. 


objective. 


26. What 3 





relative. 


third, 


equivocal, 1 


neuter. 


objective. 


27. What 2 


, 


relative. 


third, 


singular. 


neuter. 


nominative. 


28. Which 





relative. 


third. 


singular. 


neuter. 


objective. 


29. Which 


— , 


relative. 


third. 


singular. 


neuter. 


nominative. 


30. Hers 3 


= 


personal. 


third. 


singular. 


feminine. 


possessive. 


32. Tours 3 


_; 


personal. 


second. 


plural. 


common. 


possessive. 


34. Ours 


^=: 


personal. 


first, 


plural. 


common. 


possessive. 


35. What 


__ 


relative, 


third. 


equivocal,^ 


neuter, 


objective.* 


37. What 


, 


relative, 


third. 


singular. 


neuter. 


objective. 


38. Who 


, 


relative. 


third, 


singular. 


masculine. 


nominative. 


40. What 





relative, 


third. 


equivocal,^ 


neuter, 


nominative. 5 


41. Who 


=: 


relative, 


third. 


plural, 


common. 


nominative. 


43. Their 


=: 


personal, 


third. 


plural. 


common. 


possessive. 


43. Who 





relative. 


third. 


singular. 


masculine. 


nominative. 


44. What 





relative, 


third, 


equivocal,^ 


neuter. 


objective.^ 


46. Thou 


_^ 


personal. 


second, 


singular, 


common. 


nominative. 


47. Who 


_-r 


relative, 


second. 


singular. 


common. 


nominative. 


49. Te 


= 


personal. 


second, 


plural. 


common, 


nominative. 


50. That 


__ 


relative. 


second, 


plural. 


common. 


nominative. 


53. Ourself 


-^ 


personal. 


first. 


singular. 


common. 


objective. 


53. Whatever^ 


relative. 


third, 


singular, 


neuter. 


nominative. 


54. Whoever = 


relative, 


third. 


equivocal,'- 


common. 


nominative. 


55. It 


— 


personal. 


third. 


singular. 


neuter. 


objective. 


56. What 


_ 


: relative. 


third. 


equivocal,^ 


neuter. 


objective. 


57. What 


__ 


relative. 


third. 


equivocal. 


neuter. 


objective. 


58. He 


— 


: personal. 


third. 


singular. 


masculine 


, nominative. 


59. What 


_ 


-- relative, 


third, 


equivocal,^ 


neuter. 


objective. 


60. Whoever = 


: relative. 


third. 


singular. 


common. 


nominative. 



1 Here as elsewhere, " equivocal " is applied where neither singular nor plural is appli- 
cable 2 In' grammatical construction and properties, that is, in parsing, M-Aa^ is always 
identical with winch before if, see Dem. XV. ^See "Equivalency in Meamng is not 
Sameness of Grammatical Construction," Dem. XV. * Object of wanted, not got. ^Sub- 
j ect of prevented. « Obj ect of want. 



594 



THE SYSTEM METHOD. 



Pros'. XY. — Pronouns Continued. 



69. 


\Vliatevcr= 


relative, 


third. 


equivocal, 


neuter, 


objective. 


70. 


What 


= 


relative. 


third, 


equiA'oeal, 


neuter, 


objective. 1 


71. 


What 


= 


relative. 


third, 


equivocal. 


neuter, 


nominative. 


72. 


What 


= 


relative. 


third. 


singular. 


neuter, 


objective.^ 


73. 


Whatever= 


relative. 


third. 


singular, 


neuter, 


objective. 


74. 


Thy 


= 


personal. 


second. 


singular, 


common, 


possessive. 


75. 


Whatever= 


relative. 


third. 


equivocal. 


neuter. 


objective. 


76. 


What 3 


= 


relative,^ 


third, 


equivocal. 


neuter. 


objective. 


77. 


What 


= 


relative. 


third, 


equivocal. 


neuter, 


nominative. 


78. 


As 


= 


relative. 


third, 


plural. 


neuter, 


nominative. 


79. 


As 


= 


relative. 


third. 


plural. 


neuter. 


nominative. 


80. 


As 


= 


relative. 


third. 


singular. 


neuter. 


nominative. 


81. 


As 


= 


relative. 


third, 


singular. 


neuter, 


nominative. 


82. 


As 


= 


relative. 


third. 


plural. 


common, 


nominative. 


83. 


As 


= 


relative. 


third. 


singular. 


neuter, 


nominative. 


84. 


As 


= 


relative. 


third. 


plural. 


common. 


nominative. 


85. 


As* 


= 


relative, 


third. 


plural. 


neuter, - 


objective.* 


86. 


As 


= 


relative. 


third, 


plural. 


neuter, 


nominative. 


87. 


As 


c= 


relative, 


third, 


plural, 


neuter. 


nominative. 


88. 


As 


= 


relative. 


third. 


plural. 


neuter. 


nominative. 


90. 


As 


= 


relative. 


third. 


singular. 


neuter, 


nominative. 


91. 


As 


= 


relative, 


third. 


singular. 


neuter. 


objective. 


93. 


As 


= 


relative. 


third. 


singular. 


neuter, 


objective. 


94. 


As 


= 


relative, 


third. 


singular. 


neuter. 


nominative. 


95. 


What 


= 


interrogative, third. 


singular. 


neuter, 


nominative. 


96. 


Thou 


= 


personal. 


second, 


singular. 


common, 


nominative. 


97. 


What 


= 


relative, 


third, 


singular. 


neuter. 


nominative. 


98. 


She 


= 


personal, 


third. 


singu'ar. 


feminine. 


nominative. 


99. 


What 


= 


interrogative 


1, third. 


singular. 


neuter, 


objective. 


100. 


As 


= 


relative, 


third. 


equivocal. 


neuter. 


nominative. 


101. 


As 


= 


relative. 


third. 


plural. 


common, 


nominative. 


102. 


Theirs 


= 


personal, 


third. 


plural. 


common, 


possessive. 


103. 


What 


=: 


interrogative 


:, third. 


singular. 


neuter. 


nominative. 


104. 


That 


= 


relative. 


third, 


singular. 


neuter. 


objective. 


105. 


What 


= 


relative. 


third, 


equivocal. 


neuter. 


objective. 


106. 


It 


= 


personal. 


third. 


singular. 


neuter. 


nominative. 


107. 


What 


= 


interrogative 


!, third, 


plural. 


neuter. 


nominative. 


108. 


Whose 


= 


relative. 


third. 


singular. 


neuter. 


possessive. 


109. 


Who 


= 


relative, 


third. 


plural. 


neuter,^ 


nominative. 


110. 


Whose 


= 


relative. 


third. 


singular, 


neuter. 


possessive. 


111. 


Whose 


= 


relative. 


third. 


plural. 


neuter. 


possessive. 



1 Object of ileK. 2 Factitive object of /OMMcJ. See Dem. XXYI., b, 2. spor proof that 
wAai here is not interrogative see Dem. XV., "Difference between a Relative and an Inter- 
rogative.'" *It is proof that this as is a relative pronoun that it is modified by the adjective 
^SeeDem. III., Obs. e. 



SYSTEM GRAMMAR— GRADE A. 



595 



Pro^. Xyi: 



1. 

2. 

6. 

9. 
13. 
15. 
17. 
19. 
20. 
21. 
22. 
26. 
27. 
35. 
36. 
37. 
39. 
44. 
45. 
46. 
47. 
48. 
49. 
50. 
52. 
53. 
54. 
55. 
58. 
59. 
60. 
61. 
63. 
65. 
66. 
77. 
96. 



The 

Sweet 

Ripe 

A 

Long 

Blue 

This 

Very 

The 

English 

Positive 

The 

Three 

Fairest 

"Wise 

Some 

Worthless 

Either 

Three 

Which 

What 

Whatever 

No 

Business 

Snuff-box 

Enough 

First 

Beyond ^ 

This 

Many 

A 

The 

High-born 

Most 

Heartless 

Goods 

What 2 



/, Adjective. 


2. Class. 3. 

a. Quantitative. 

b. Qualitative. 

c. Demonstrative. 


Accessory to Wha 


adjective, 


demonstrative, 


canary's. 


adjective, 


qualitative. 


song. 


adjective. 


qualitative, 


cherries. 


adjective. 


quantitative. 


pencil. 


adjective. 


qualitative. 


pencil. 


adjective, 


qualitative. 


they. 


adjective, 


demonstrative. 


[question]. 


adjective. 


demonstrative, 


question. 


adjective. 


demonstrative. 


[people]. 


adjective, 


qualitative. 


[people]. 


adjective. 


qualitative. 


[people]. 


adjective, 


demonstrative, 


horse. 


adjective. 


quantitative. 


[horses]. 


adjective, 


qualitative. 


[flower]. 


adjective, 


qualitative. 


he. 


adjective. 


quantitative, 


[books]. 


adjective. 


qualitative. 


[books]. 


adjective. 


quantitative. 


[form] . 


adjective. 


quantitative. 


forms. 


adjective. 


demonstrative, 


book. 


adjective. 


qualitative. 


books. 


adjective, 


quantitative. 


soldiers. 


adjective. 


quantitative. 


connection. 


adjective. 


qualitative, 


connection. 


adjective. 


qualitative. 


factory. 


adjective. 


quantitative. 


men. 


adjective, 


demonstrative, 


tree. 


adjective. 


demonstrative. 


tree. 


adjective. 


demonstrative. 


many a year. 


adjective. 


quantitative. 


year. 


adjective. 


quantitative. 


year. 


adjective. 


demonstrative. 


[l^ersons]. 


adjective. 


qualitative. 


[persons]. 


adjective. 


quantitative, 


part. 


adjective. 


qualitative. 


[persons]. 


adjective. 


qualitative. 


be. 


adjective. 


qualitative, 


wealth. 



1 See Dem. XXl., Obs. f, 4. sgeeDem. X^Til., Obs. m. ^Tlie grammatical construc- 
tion, or parsing, of good and great is the same as if the sentence read, "To[ward] good be- 
\ing'] is to[ward] great be\ing^ ; " see Dem. XXIX., c, note. 



596 



THE SYSTEM METHOD. 



Prog. XVn: 




/. Adjective. 


2. Class. 3. Accessory to What i 








a. Qiiantitative. 

b. Qualitative. 

c. Demonstrative. 




1. A 


= 


adjective, 


quantitative. 


day. 


5. New-England.^ 


= 


adjective, 


qualitative, 


winter. 


9. None 


= 


adjective. 


quantitative. 


weapon. 


13. Lonelier 


= 


adjective. 


qualitative. 


thou. 


15. What 


= 


adjective. 


qualitative. 


man. 


16. A 


= 


adjective. 


quantitative, 


man. 


17. Else 


= 


adjective. 


demonstrative, 


nothing. 


18. What 


= 


adjective. 


qualitative. 


stufE. 


20. Wise 


= 


adjective, 


qualitative. 


she. 


23. Wisest 


= 


adjective. 


qualitative, 


[person]. 


24. Wiser 


= 


adjective. 


qualitative. 


[person] . 


25. Greater 


= 


adjective. 


qualitative. 


I. 


26. True 


= 


adjective. 


qualitative. 


him. 


31. Perfect 


= 


adjective, 


qualitative. 


[sense]. 


32. AlP 


= 


adjective. 


quantitative. 


[possessions]. 


33. Many 


= 


adjective. 


quantitative. 


[persons]. 


36. Each 2 


= 


adjective. 


quantitative, 


[person]. 


37. An 


= 


adjective. 


quantitative, 


other. 


38. Else 


= 


adjective, 


demonstrative. 


who. 


40. Else 3 


_ = 


adjective. 


demonstrative. 


nobody. 


41. All* 


= 


adjective. 


quantitative. 


[concern]. 


42. All* 


= 


adjective. 


quantitative. 


[concerns]. 


43. Some 


= 


adjective, 


quantitative. 


[persons]. 


44. Good 5 


= 


adjective, 


qualitative. 


man. 


45. A 5 


= 


adjective, 


quantitative. 


man. 


48. Many 


= 


adjective. 


quantitative, 


time. 


49. A 


= 


adjective. 


quantitative, 


time. 


53. Five« 


= 


^adjective. 


quantitative, 


hundred men. 


56. Thousand 7 


= 


adjective. 


quantitative. 


[persons]. 


57. Two 


= 


adjective. 


quantitative, 


dozen eggs.® 


58. Dozen 7 


= 


adjective. 


quantitative. 


eggs. 


59. That 


= 


adjective. 


demonstrative, 


[life]. 


63. Upright 


= 


adjective. 


qualitative. 


I. 


66. Bitter 


= 


adjective. 


qualitative. 


apple. 


70. Pale 


= 


adjective, 


qualitative, 


she. 


75. Good* 


= 


adjective, 


qualitative. 


being. 



1 SeeDem. XVI., Obs. h, i. 2 See Dem. XVII., 1. ^See Dem. V., Obs. c; also Dem. 
XVII., 1. *SeeI»em. XVn., 1, "All." 6 See Dem. XVII., m. esee Dem. XVI., Obs. k. 'See 
Dem. XXVIII., h. 8 This sentence is, in grammatical construction, this: "Virtue consists in 
good being;'' see Dem. XXIX., c, note. 



SYSTEM GRAMMAR— OBADE A. 



59'7 



Prog. XVIir- /. Adverb. 



2. Class. 



1. How = 

2. Often 

3. There 

4. Sometimes = 

5. Very 

6. Well 

7. Very = 

8. Happily 

9. Fluently 
13. Enough 
15. Where 

17. Never 

18. More 
21. Out 

23. Ominously 

24. Far! 

27. Fast 

28. Right 1 

29. Far! 
32. Away 
34. As 
38. Not 

42. Over 

43. Again 
52. Then 2 

56. By 3 

57. By' 

62. Hence 

63. Ago 

65. There* 

66. There 

70. The 5 

71. Louder 
87. At 

92. Why 



adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb, 
adverb , 
adverb, 
adverb, 
adverb, 
: adverb, 
: adverb, 
: adverb, 
: adverb, 
: adverb, 
= adverb, 
= adverb, 
= adverb, 
= adverb, 
= adverb, 
= adverb, 
= adverb, 
= adverb, 
= adverb, 
= adverb. 



a. Temporal. 

b. Local. 

c. Intensive. 

d. Modal. 

e. Causal. 

intensive, 

temporal, 

local, 

temporal, 

intensive, 

modal, 

intensive, 

modal, 

modal, 

intensive, 

local, 

temporal, 

intensive, 

local, 

modal, 

intensive, 

modal, 

modal, 

intensive, 

local, 

intensive, 

modal, 

modal, 

temporal, 

temporal, 

temporal, 

temporal, 

temporal, 

temporal, 

local, 

local, 

intensive, 

modal, 

modal, 

causal, 



3. Accessory to What ? 



iSeeDem. XVm., Obs. n. 
4 This word there is a formalized 
alogued as belonging in either of 
Dem. XVTII., Obs. 1. 



accessory to often, 
accessory to been, 
accessory to been, 
accessory to stutV.-iS. 
accessory to well, 
accessory to studies, 
accessory to happily, 
accessory to lived, 
accessory to speaks, 
accessory to full, 
accessory to laid, 
accessory to can. 
accessory to happy, 
accessory to am. 
accessory to scowled, 
accessory to beyond, 
accessory to falling, 
accessory to athwart, 
accessory to above. 

accessory to am. 

accessory to do. 

accessory to do. 

accessory to begin. 

accessory to begin. 

accessory to knew. 

accessory to offended. 

accessory to offended. 

accessory to start. 

accessory to unknown. 

accessory to is. 

accessory to is. 

accessory to louder. 

accessory to talked. 

accessory to laughed, 
accessory to speak. 

.See Dem. XVIII., Obs. c, d. 3See Dem. XVni., Obs. g i. 

adverb; nevertheless it is an adverb, since U canno be cat- 
the other seven parts of speech. See Dem. XXX., 1. See 



598 



THE SYSTEM METHOD. 



Prog. XIX 


: /. 


Preposition. . 


2. Objective. 


3 Antecedent 


4. Unlikeness in. 












term, or Base. 


, a. Parts of Speech. 

b. Properties. 

c. Constructions. 


1. 


Toi 


= 


preposition, 


die. 


born. 


properties. 


2. 


To 


= 


preposition, 


accuracy. 


is, 


parts of speech.^ 


5. 


From 


= 


preposition, 


force, 


is. 


parts of speech. 


7. 


To 


= 


preposition. 


respect,^ 


leads, ^ 


properties. 


8. 


For 


= 


preposition, 


measure. 


vote, 


parts of speech. 


9. 


Through = 


preposition, 


system. 


operates. 


parts of speech. 


11. 


Of 


= 


preposition. 


glory. 


ambitious, 


parts of speech. 


13. 


In 


= 


preposition. 


opinion. 


agree. 


parts of speech. 


14. 


With 


= 


preposition. 


me. 


angry. 


parts of speech. 


15. 


For 


= 


preposition. 


us. 


has. 


parts of speech. 


16. 


For 


= 


preposition. 


riches. 


eager. 


parts of speech. 


18. 


Of 


= 


preposition, 


rest, 


need, 


constructions.* 


20. 


In 


= 


preposition. 


drawing. 


skillful, 


parts of speech. 


21. 


Into 


= 


preposition. 


pocket, 


put. 


parts of speech. 


22. 


Of 


= 


preposition. 


[possession],^ 


wife. 


constructions. 


23. 


From 


= 


preposition. 


you. 


differ. 


parts of speech. 


24. 


Along 


= 


preposition, 


hills. 


heard. 


parts of speech. 


26, 


To 


= 


preposition. 


you, 


obliged. 


parts of speech. 


27. 


By 


= 


preposition, 


auction, 


sold, 


parts of speech. 


28. 


Among 


= 


preposition. 


children. 


divided. 


parts of speech. 


29. 


To 


= 


preposition, 


pomp, noise. 


enemy. 


constructions, s 


31. 


On 


= 


prej)Osition, 


avenue, 


lives, 


parts of speech. 


32. 


From 


= 


preposition. 


hour, 


change, 


constructions. 


33. 


To 


= 


preposition. 


hour, 


change, 


constructions. 


34. 


In 


= 


preposition. 


horologe, 


hammer. 


constructions. 


37. 


To 


= 


preposition. 


era. 


change. 


constructions. 


38. 


Of 


= 


preposition. 


measles. 


died. 


parts of speech. 


39. 


From 


= 


preposition, 


[pronunciation], different, 


parts of speech. 


40. 


To 


= 


preposition. 


pieces. 


break. 


parts of speech. 


41. 


In 


= 


preposition. 


[state], 


published. 


parts of speech. 


42. 


Of 


= 


preposition, 


[times]. 


is. 


parts of speech. 


43. 


In 


= 


preposition. 


[manner]. 


spoke. 


parts of speech. 


44. 


In 


= 


preposition. 


[phrase] , 


is. 


parts of speech. 


45. 


In 


= 


preposition, 


fine, 


live. 


parts of speech. 


47. 


Ere 


= 


preposition. 


[time]. 


leave. 


parts of speech. 


48. 


Upon 


= 


preposition. 


earth. 


[persons], 


constructions. 


49. 


At 


= 


preposition. 


[condition], 


is. 


parts of speech. 


51. 


Like 


= 


preposition. 


men. 


quit. 


parts of speech. 



iSee Dem. XIX., a, b, c; also Dem. XXX., a, b, c, d. ^See Dem. XIX., b, 2. ^ Leads is In- 
dicative, respect infinitive. * observe tliat need is an objective element, object of have; while 
of rest constitutes an adjective element belonging to the noun need, sgee Dem. V., Obs. e. 
^lEnemy is a predicate, tojiomp an adjective, element. 



SYSTEM GRAMMAR— OB ABE A. 



599 



Prog. XX: /. Conjunction.^ 2. Class. 3. Parts Connected.^ 4. Likeness of Parts.^ 



1. And 

5. And 

6. And 

8. And 

9. But 

10. Though 

12. Either 

13. Or 
Lest 



=conj., 
=couj., 
=conj., 
=conj., 
=conj., 
=conj., 
=conj., 
=conj., 



a. Co-ordinate. 

b. Subordinate. 

co-ord , 
co-ord., 
co-ord., 
co-ord., 
co-ord., 
co-ord., 
co-ord., 
co-ord.. 



a. Like. 

b. Unlike. 



Peter*— John, 
fearfully * — wonderfully, 
in * — through. 
Art is long* — etc., 
rich * — generous, 
I affirm* — it seems, 
for * — against, 
for — against. 



14. 

17. 
18. 
19. 
21. 
22. 
23. 
24. 
25. 
26. 
27. 
30. 
31. 
34. 
36. 
38. 
39. 



^couj., subord., venture^ — I be. 



Notwithstand'g =conj 



Whether 

Or 

Whether 

As 

As 

Though 

As 

As 

As 

Both 

And 

For 

Save 

So 

Than lo 

40. Than 10 

41. Than 10 

42. That 
That 
As 
If 

Besides^ 
Else 9 
Now 9 



subord., 
:=conj., subord., 
^conj., co-ord., 
=conj., subord., 
=conj., subord., 
=conj., subord., fell^ — he had, 
=conj., subord., fell^ — he had, 



go 5 — it rain, 
care ^ — it rains, 
rains * — snows, 
know^ — he has, 
slew^ — he was. 



43. 
46. 
47. 
51. 
52. 
54. 



=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj., 

=conj 

=conj 



co-ord., name* — man and eagle, 

subord., 6 [people] '' — frivolous, 

subord.,^ be''' — gods, 

co-ord., learned* — wise, 

co-ord., learned — wise, 

co-ord., I hate * — he is, 

co-ord., [persons] — he and I, 

co-ord., work is* — is it, 

subord., larger^ — New York [is], 

subord., taller 5 — I [am], 

subord., more — to me, 

subord., hs went^ — ho went is certain, 

subord. , so ^ — I perished, 

subord., blinks^ — he hated, 

subord., blinks^ — he hated, 

co-ord., I do* — I have, 

co-ord., I have* — I could, 

co-ord., [ ]^- — Barabbas, 



like. 

like. 

like. 

like. 

like. 

like. 

like. 

like. 

unlike. 

unlike. 

unlike. 

like. 

unlike. 

unlike. 

unlike. 

unlike. 

unlike. 

unlike. 

unlike. 

like. 

like. 

like. 

like. 

like. 

unlike. 

unlike. 

unlike. 

unll':3. 

unlike. 

unlike. 

unlike. 

like. 

like. 

like. 



iSee Dem. XX., a-d; Dem. XIX., b, c; Dem. XXX., c, d. ^See Dem. XX., Obs. a. ^See 
Dem. XXX., c. ^co-ord. conjs. do not — as do subordinates — join modifier and thing modified, 
but two parts each referred to the same third part. (See Dem. XX., Obs. a.) It is, in tlie 
case of co-ordinate conjunctions, these two parts here given as the "parts connected." ''Sub- 
ordinate conjunctions join modifier to tiling modified; it is these two parts given as "parts 
connected," in the case of subordinates. '' Ai is here a subord. conj., since it joins modifier, 
frivolous, to thing modified, people; see Dem. XX., d, note 1. ' Tliis as is a subord. conj., since 
it connects the word governed, gods, to the word governing, be. (See Dem. XX., d, note.) 8 gge 
Dem. XX., Obs. f. » See Dem. XX., Obs. f, 1, 2. >o gee Dem. XX., d, notes 1 and 2 ; also Dem. 
XXX., m, 1-5; 5, a, b, c, d. 



600 



THE SYSTEM METHOD. 



Prog. XXI: 

1. Avaunt 

2. Ugli 

3. Alas 

4. Tut 

5. Heigli-lio 

6. Whew 

7. Zounds 

8. O 

10. Fie 

11. Ha 
15. Tush 

17. Ah 

18. Ho 

19. Hark 

20. Lo 
22. Alack 

25. Halloo 

26. Poh 
28. Hist 
32. Whoop 
36. Hewgh 

38. O 

39. Ha 

40. Ah 



/. Interjection. 
. interjection, 
interjection, 
interjection, 
iuterjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interj ection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection, 
interjection. 



2. Principle. 

principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 
principle 17. 



JVo^e.— See Dem. XVIII., Obs. c. The mere fact that a pencil may be dipped in ink and 
used as a pen is used, does not constitute such pencil a pen. The mere fact that one's coat 
may be used as a cushion does not make the coat become a cushion, so that we would be jus- 
tified in changing the name of coat and calling it cushion instead. (See the law for the 
'• Change of Names," Dem. XXX., 1.) And so the mere fact that a noun may occasionally 
depart from its regular— its system-fitting— use to assume that of an interjection, does not 
necessarily make such noun become an interjection, and justify the grammarian, who is a 
systematizer, in changing the name from noun to interjection. 

Accordingly, in such sentences as, " Nonsense! it can't be done," " The willt the will! 
we will hear Csesar's will," — in such sentences, nonsense^ will, etc., are not to be called inter- 
jections, but are to retain their own name, "noun;" because, though used like interjections, 
they have still not wholly lost the distinctive use of nouns. JVonsense and ivill are two nom- 
inatives in the independent construction by exclamation. (See Dem. XXVI., "Independent 
Constructions," a, 2.) 

If, however, in assuming the interj ectional use, the noun or pronoun totally loses its own 
peculiarities as noun or pronoun, it then actually becomes an interjection ; as, What! you left 
the man? In this sentence, what cannot be a noun, for it takes neither the added s nor the 
added ('), and is never found used as a noun in the body of the sentence proper. (See Dem. 
I., Obs. g; also Dem. II., Obs. k.) It is not an interrogative pronoun; for it is part of no 
question, and is connected with no verb. (See Dem. XIV., e, f.) It cannot be a personal pro- 
noun; for it can neither be used witli a verb nor accompanied with a pointer. (See Dem. 
XIV., e, b, c.) It is not a relative; for it connects not two verbs. (See Dem. XIV. f ; also 
XV.) Therefore, since what has totally lost the peculiarities of a pronoun, and, in doing so, 
has acquired the characteristics of an interjection, it is an interjection. 



SYSTEM GRAMMAR— GRADE A. 



601 



Prog. XXII 


.—Branching by the Grammatical Work- Tree. 




I 


= 


word. 


fundamental, 


substantive. 


pronoun, 


personal. 


Smell 


= 


word, 


fundamental. 


verb. 


transitive. 




Roses 


= 


word, 


fundamental, 


substantive, 


noun. 


common. 


Good 


= 


word. 


adjunct. 


adjective, 


qualitative. 




People 


= 


word, 


fundamental, 


substantive. 


noun. 


common. 


Hate 


= 


word. 


fundamental. 


verb, 


transitive. 




Vice 


= 


word, 


fundamental, 


substantive. 


noun. 


common. 


You 


= 


word, 


fundamental, 


substantive. 


pronoun. 


personal. 


Own 


= 


word. 


fundamental, 


verb, 


transitive. 




A 


= 


word. 


adjunct, 


adjective. 


quantitative. 




Horse 


— 


word. 


fundamental. 


substantive. 


noun. 


common. 


Multitudes = 


word. 


fundamental. 


substantive. 


noun. 


common. 


Perish 


= 


word. 


fundamental. 


verb. 


intransitive. 




The 


= 


word, 


adjunct. 


adjective, 


demonstrative. 


Rainbow 


= 


word, 


fundamental, 


substantive. 


noun. 


common. 


Aj^pears 


= 


word, 


fundamental. 


verb. 


intransitive. 




Beautiful 


= 


word, 


adjunct. 


adjective. 


qualitative. 




The 


= 


Avord, 


adjunct. 


adjective. 


demonstrative. 


Leech 


= 


word. 


fundamental. 


substantive. 


noun, 


common. 


Adheres 


= 


word. 


fundamental. 


verb. 


intransitive. 




To 


= 


word, 


connective, 


preposition. 






The 


= 


word. 


adjunct. 


adjective, 


demonstrative. 


Skin 


= 


word, 


fundamental. 


substantive, 


noun. 


common. 


The 


= 


word. 


adjunct. 


adjective, 


demonstrative. 


Wax 


= 


word, 


fundamental. 


substantive. 


noun. 


common. 


Sticks 


= 


word. 


fundamental. 


verb. 


intransitive. 




Fast 


= 


word, 


adjunct. 


adjective. 


qualitative. 




James 


= 


word. 


fundamental. 


substantive. 


noun. 


proper. 


Walks 


= 


word, 


fundamental. 


verb. 


transitive. 




His 


= 


word. 


fundamental, 


substantive. 


jjronoun. 


personal. 


Horse 


= 


word, 


fundamental. 


substantive. 


noun. 


common. 


Around 


= 


word, 


connective. 


preposition. 






The 


= 


word. 


adjunct, 


adjective. 


demonstrative. 


Lot 


= 


word. 


fundamental. 


substantive. 


noun. 


common. 


Pharaoh 


= 


word, 


fundamental. 


substantive. 


noun, 


proper. 


Dreamt 


= 


word. 


fundamental. 


verb. 


transitive. 




A 


= 


word. 


adjunct. 


adjective. 


quantitative. 




Dream 


= 


word, 


fundamental, 


substantive. 


noun. 


common. 


The 


= 


word, 


adjunct. 


adjective, 


demonstrative. 


Boy 


= 


word. 


fundamental, 


substantive. 


noun, 


common. 


Flies 


= 


word. 


fundamental. 


verb. 


transitive. 




His 


= 


word. 


fundamental, 


substantive, 


pronoun. 


personal. 


Kite 


= 


word, 


fundamental, 


substantive. 


noun. 


common. 



602 



THE SYSTEM METHOD. 



Prog. XXII (Continued).— Branching by the Tree. 

The = word, adjunct, adjective, demonstrative. 

Earth = word, fundamental, substantive, noun, common. 

Grows = word, fundamental, verb, transitive. 

Plants = word, fundamental, substantive, noun, common. 

And = word, connective, conjunction. 

Trees = word, fundamental, substantive, noun, common. 

The = word, adjunct, adjective, demonstrative. 

Minister = word, fundamental, substantive, noun, common. 

Dies = word, fundamental, verb, transitive. 

A. = word, adjunct, adjective, quantitative. 

Righteous = word, adjunct, adjective, qualitative. 

Death =: word, fundamental, substantive, noun, common. 

The = word, adjunct, adjective, demonstrative. 

Tailor = word, fundamental, substantive, noun, common. 

Sews = word, fundamental, verb, intransitive. 

Neatly = word, adjunct, adverb, modal. 

A == word, adjunct, adjective, quantitative. 

Woman = word, fundamental, substantive, noun, common. 

Toils == word, fundamental, verb, intransitive. 

A = word, adjunct, adjective, quantitative. 

Man = word, fundamental, substantive, noun, common. 

Works = word, fundamental, verb, intransitive. 

Man's = word, fundamental, substantive, noun, common. 

Works = word, fundamental, substantive, noun, common. 

Decay = word, fundamental, verb, intransitive. 

The = word, adjunct, adjective, demonstrative. 

Tempest = word, fundamental, substantive, noun, common. 

Sank = word, fundamental, verb, transitive. 

The = word, adjunct, adjective, demonstrative. 

Vessel = word, fundamental, substantive, noun, common. 

The = word, adjunct, adjective, demonstrative. 

Timber = word, fundamental, substantive, noun, common. 

Splits = word, fundamental, verb, intransitive. 

Easily = word, adjunct, adverb, modal. 

The = word, adjunct, adjective, demonstrative. 

Passengers = word, fundamental, substantive, noun, common. 

Crowded = word, fundamental, verb, transitive. 

The = word, adjunct, adjective, demonstrative. 

Car = word, fundamental, substantive, noun, common. 

The = word, adjunct, adjective, demonstrative. 

Author = word, fundamental, substantive, noun, common. 

Englished = word, fundamental, verb, transitive. 



SYSTEM GRAMMAR— GRADE A. 



603 



Prog. XXIII. — Branehing by the (grammar- System Tree Complete. 

1. Have = verb, infinite, infinitive, verbal complement, assertive. 

2. Been = verb, infinite, participial, verbal complement. 

3. Elected = verb, infinite, participial, verbal complement. 

4. Be = verb, infinite, infinitive, verbal complement, assertive. 

5. Be' = verb, infinite, infinitive, substantive. 

6. Give 1 =: verb, infinite, infinitive, substantive. 

7. Eat 1 = verb, infinite, infinitive, substantive. 

8. Learn = verb, infinite, infinitive, substantive. 
Born = verb, infinite, participial, verbal complement. 
Die 2 = verb, infinite, infinitive, substantive. 
Laugh ^ = verb, infinite, infinitive, verbal complement, assertive, 
Cry^ _. verb, infinite, infinitive, substantive. 
Studied = verb, infinite, participial, verbal complement, 

17. Fire = verb, infinite, infinitive, substantive. 

18. Ordered = verb, infinite, participial, verbal complement. 

19. Be = verb, infinite, infinitive, substantive. 

21. Fall = verb, infinite, infinitive, verbal complement, objective.* 

22. Be = verb, infinite, infinitive, verbal complement, objective. 

23. Sealed = verb, infinite, participial, verbal complement. 

27. Going = verb, infinite, participial, verbal complement. 

28. Drive = verb, infinite, infinitive, verbal complement, objective. 

29. Be^ == verb, infinite, infinitive, substantive. 

31. Come = verb, infinite, infinitive, substantive. 

32. Called = verb, infinite, participial, verbal complement. 

38. Love = verb, infinite, infinitive, verbal complement, assertive. 

36. Let = verb, infinite, participial, verbal complement. 

38. Remember'd=: verb, infinite, participial, verbal complement. 

39. Beat = verb, infinite, infinitive, verbal complement, objective. 

40. Come = verb, infinite, participial, verbal complement. 

41. Work = verb, infinite, infinitive, substantive. 

43. Cry® = verb, infinite, infinitive, verbal complement, assertive. 

45. Give = verb, infinite, infinitive, verbal complement, objective. 

47. See = verb, infinite, infinitive, substantive. 

48. Suffer = verb, infinite, infinitive, verbal complement, objective. 

49. Sparkling'' = verb, infinite, participial, adjectival. 

50. Svrim = verb, infinite, infinitive, verbal complement, objective. 
1 Object of to. which is a preposition; see Dem. XXX. ^ To equals toward: born 

toward death (die). i>ie is used like a noun, and is object of the to. ^ Laugh and cry, 
as here contrasted, are typical illustrations of the two constructions of the infinitive. *Saw 
t\\e falling of him. ^Be is object of the preposition to (Dem. XXX., e— 1) ; and good is 
an appositive adjective modifying the substantive verb be (see Dem. XXIX., c, note). 
6"Had rather be and cry "=would rather, etc. Hadis used by enallage for would. '''Be- 
cause sparkling is here used like an adjective, does not necessarily prove it to be an ad- 
jective. That error is common among grammarians. See Prog. XXI., note. 



604 



THE SYSTEM METHOD. 



Prog. XXIII (Continued).— Branching of Infinite Yerbs. 



63. Eating 1 


= verb, 


infinite. 


participial. 


substantive. 


objective. 


63. Tumbling 


t= verb, 


infinite. 


participial. 


adverbial. 




64. Pleading 


= verb, 


infinite. 


participial, 


adverbial. 




65. Contriving 


= verb, 


infinite, 


participial. 


substantive, 


objective. 


66. Conniving 


= verb. 


infinite. 


participial. 


substantive. 


objective. 


67. Paid 


= verb, 


infinite. 


participial, 


adjectival. 




68. Jerked 


= verb, 


infinite, 


participial, 


adjectival. 




69. Strut^ 


= verb. 


infinite. 


infinitive, 


substantive. 




70. Kave^ 


= verb, 


infinite, 


infinitive. 


substantive. 




71. Tossed 


= verb. 


infinite. 


participial. 


verbal complement. 




72. Ligbtening 


= verb. 


infinite. 


participial, 


adjectival. 




73. Go 


= verb. 


infinite, 


infinitive. 


verbal complement, 


assertive. 


74. Been 


=: verb. 


infinite. 


participial. 


verbal complement. 




76. Enacted 


= verb, 


infinite. 


participial. 


verbal complement. 




79. Prophesying 


;== verb. 


infinite. 


participial. 


adjectival. 




80. Be 


= verb. 


infinite. 


infinitive. 


verbal complement. 


objective. 


83. Go 


= verb. 


infinite, 


infinitive. 


substantive. 




85. Being 


= verb. 


infinite. 


participial. 


adjectival. 




86. Let 


= verb, 


infinite, 


participial, 


verbal complement. 




87. Go 3 


= verb, 


infinite. 


infinitive. 


verbal complement. 


assertfve. 


88. Going 


= verb, 


infinite. 


participial. 


adjectival. 




89. Like 


= verb, 


infinite, 


infinitive, 


verbal complement, 


assertive. 


90. Singing 


= verb. 


infinite, 


participial. 


substantive. 


objective. 


92. Writing 


=3: verb. 


infinite. 


participial. 


substantive, 


objective. 


93. Going 


= verb, 


infinite. 


participial. 


verbal complement. 




95. Married 


= verb. 


infinite, 


participial. 


verbal complement. 




96. Crushed 


= verb, 


infinite, 


participial, 


adjectival. 




98. Singing 


= verb, 


infinite. 


participial, 


substantive, 


objective. 


101. Moaning 


= verb, 


infinite, 


participial, 


adjectival. 




102. Torn 


= verb. 


infinite, 


participial. 


adjectival. 




104. Bleeding 


= verb, 


infinite, 


participial, 


adjectival. 




110. Been 


= verb, 


infinite. 


participial. 


verbal complement. 




112. Avoid 


= verb. 


infinite. 


infinitive. 


verbal complement. 


assertive. 


113. Giving 


= verb. 


infinite. 


participial. 


substantive, 


objective. 


116. Giving 


= verb. 


infinite, 


participial. 


substantive. 


objective. 


117. Die 


= verb. 


infinite, 


infinitive. 


verbal complement. 


assertive. 


118. Ask* 


= verb. 


infinite. 


infinitive. 


substantive. 




119. Being 


= verb, 


infinite, 


participial. 


substantive. 


subject. 


122. Being 


= verb. 


infinite. 


participial. 


substantive, 


objective. 


123. Elected 


= verb. 


infinite, 


participial. 


verbal complement. 




124. Supposing 


= verb. 


infinite, 


participial. 


adjectival. 




129. Laughing 3 


' = verb. 


infinite, 


participial, 


substantive. 


objective. 


1 While we call— and not very impr 


operly— this substantive verb eating a 


"participle," 


it is really the old 


i gerundial 


infinitive, i 


and it therefore j ustifles with to. « See Dem. XXIII., 


j. 3 See Dem. SXIIL, g. 










i Ask is here the adverbial object ( 


3f the comparative adverb sooner; see Di 


um. XXIII., j, 



SYSTEM GRAMMAR— GRADE A. 



605 



Prog. XXIV. — Branching by the Grammar- System Tree. 



1. Advancing 

2. Retreated 

3. Refusing 

7. Saving 

8. Wist 

11. Going 

12. FeU 

14. Could 

15. Avoid 

29. Were 
20. Formed 

23. Ceases 

24. Flying 
26. Troubling 
28. Purpose 

30. Love 
82. Having 
33. Arrived 
84. Departed 
38. Speak 
40. Think 
42. Being 

44. Husbanded 

46. Love 

47. Doth 

49. Gave 

50. Did 

55. Was 

56. Moved 

57. Conspire 

59. Refrain 

60. Had 

61. Love 
68. Known 



= verb, infinite, participial, 

= verb, finite, variable, 

=:: verb, infinite, participial, 

:= verb, infinite, particiijial, 

=:: verb, finite, variable, 

= verb, infinite, participial, 

= verb, finite, variable, 

= verb, finite, variable, 

= v(Tb, infinite, infinitive, 

= vei'b, finite, variable, 

= verb, infinite, participial, 

=; verb, finite, variable, 

= verb, infinite, participial, 

= verb, infinite, participial, 

= verb, infinite, infinitive, 

= verb, infinite, infinitive, 

= verb, infinite, participial, 

:= verb, infinite, participial, 

= verb, fiLnite, variable, 

= verb, infinite, infinitive, 

= verb, finite, variable, 

= verb, infinite, participial, 

= verb, infinite, participial. 



= verb, finite, variable, 

= verb, finite, variable, 

= verb, finite, variable, 

= verb, finite, variable, 

= verb, finite, variable, 

= verb, finite, variable, 

= verb, infinite, infinitive, 

= verb, infinite, infinitive, 

= verb, finite, variable, 

=1 verb, infinite, infinitive, 

= verb, infinite, participial, 

65. Approaching = verb, infinite, participial, 

66. Felt = verb, finite, variable, 

67. Beating = verb, infinite, participial, 

68. Remembering = verb, infinite, participial, 
70. Searching = verb, infinite, participial, 

73. Do = verb, finite, variable, 

74. Entreat = verb, infinite, infinitive, 

75. May = verb, finite, variable, 



adjectival. 

indicative. 

adjectival. 

substantive, objective. 

indicative. 

adjectival. 1 

indicative. 

indicative. 

verbal complement, assertive. 

indicative. 

verbal complement. 

indicative. 

substantive, objective. 

substantive, objective, 

verbal complement, assertive. 

substantive. 

adjectival. 

verbal complement. 

indicative, 
substantive. 

indicative. 

adjectival. 

verbal complement. 

indicative. 

indicative. 

indicative. 

indicative. 

indicative. 

indicative. 

substantive. 

verbal complement, assertive. 

indicative. 

substantive. 

adjectival. 

adjectival. 

indicative. 

adjectival. 

adjectival. 

adjectival. 

indicative. 

verbal complement, assertive. 

subjunctive. 



1 Observe that while the participle going ia'hoxe accessory — adjectival — to Aim, in such 
sentences as, "We made him go" and "Let him be Csesar," the infinitive?, gro and 6e, are 
said to be accessory to the verbs made and let, respectively. 



606 



THE SYSTEM METHOD. 



Prog. XXIV (Continued).— Branching of Verbs. 



= verb, finite, variable, indicative. 

= verb, infinite, participial, verbal complement. 

= verb, infinite, infinitive, verbal complement, objective. 

= verb, finite, variable, indicative. 

= verb, finite, invariable, subjunctive. 

= verb, finite, variable, indicative. 

= verb, infinite, infinitive, verbal complement, assertive. 

= verb, finite, variable, indicative. 

= verb, infinite, participial, verbal complement. 

= verb, finite, variable, indicative. 

= verb, infinite, participial, verbal complement. 

= verb, infinite, participial, substantive, objective. 

115. Compelled = verb, infinite, participial, verbal complement. 

116. Make = verb, infinite, infinitive, substantive. 

119. Accustomed = verb, infinite, participial, verbal complement. 

120. Engaged = verb, infinite, participial, adjectival. 
= verb, finite, variable, indicative. 
:= verb, infinite, participial, adjectival. 
= verb, infinite, participial, verbal complement. 
=: verb, infinite, infinitive, substantive. 
=: verb, infinite, participial, adjectival. 
= verb, infinite, participial, verbal complement. 
= verb, finite, variable, indicative. 
z= verb, infinite, infinitive, substantive. 
= verb, infinite, participial, verbal complement. 
= verb, infinite, participial, adjectival. 
= verb, infinite, participial, verbal complement. 
= verb, finite, invariable, subjunctive. 
= verb, finite, invariable, subjunctive. 
= verb, infinite, infinitive, substantive. 
= verb, finite, variable, indicative. 
= verb, finite, variable, indicative. 
= verb, infinite, infinitive, verbal complement, 
= verb, infinite, participial, adjectival. 
= verb, infinite, participial, adjectival. 
= verb, infinite, infinitive, substantive. 
= verb, infinite, participial, adjectival. 
= verb, infinite, participial, adverbial. 
= verb, infinite, infinitive, substantive. 
= verb, infinite, infinitive, verbal complement, 
= verb, finite, variable, indicative. 
= verb, finite, variable, indicative. 
= verb, infinite, participial, substantive, 

181. Contriving = verb, infinite, participial, substantive, 

183. Paid = verb, infinite, participial, adjectival. 



86. Knew 
88. Struck 

90. Trickle 

91. Guides 
96. Had 

98. Could 

99. Have 
105. Shall 
107. Kewarded 

109. Is 

110. Paid 

111. Making 



121. Must 
124. Laughed 
127, Believed 

129. Wait 

130. Being 

131. Asked 

133. Desired 

134. Consider 

137. Born 

138. According 
141. Bounded 

143. Wander 

144. Tremble 

145. Cheer 

146. Knows 
.147. Can 

149. Bring 

154. Shifting 

155. Peeling 

157. Make 

158. Conniving 
161. Rippling 
168. Live 

170. Outlive 

171. Plows 
174. Is 
177. Hiving 



assertive. 



assertive. 



objective, 
objective. 



SYSTEM OBAMMAB—ORABE A. 



60Y 



Prog. XXV: /. Substantive. 2. Class. 3. Case. 4. Construction. 5. Office. 

a. Noun. a. Com. or prop. a. Nominative, a. Essential. a. Subject. 

b. Pronoun, b. Per., re]., or b. Possessive, b. Accessory, b. Predicate. 

interrog. c. Objective, c. Independent, c. Appositive. 

d. Adnominal. 



1. 


Brain 


:=noun, 


comiDon, 


3. 


Devil's 


=noun, 


common, 


3. 


Workshop 


=:noun, 


common, 


4. 


He 


=pronoun, 


personal, 


5. 


Money- 


=noun, 


common, 


7. 


Murder 


:=noun, 


common. 


8. 


Milton 


:=noun, 


proper. 


13. 


Powder 


=:noun, 


common, 


15. 


Solomon 


==nouu, 


proper. 


17. 


Banker 


=noun, 


common, 


19. 


Conscience 


=noun, 


common. 


30. 


It 


=rpronoun, 


personal. 


33. 


Richard Roe 


5=noun, 


proper, 


35. 


Feat 


=:noun, 


common. 


31. 


I 


=pronoun, 


personal. 


33. 


Temperance 


:=noun, 


common, 


33. 


Resolution 


=noun, 


common, 


34. 


Harm 


=:noun, 


common, 


35. 


Children's 


=noun, 


common. 


37. 


Paul 


=noun, 


proper, 


38. 


Roman 


=noun, 


proper. 


41. 


Bingo 


=noun, 


proper, 



43. His 

44. Teeth 

45. They 
50. Wrong 
55. Tell 

60. Thou 

61. Courtier 
64. You 
67. King 

73. Mr. Ogden 

73. Peace 

76. Fathers 

87. Wha.t 



=pronoun, personal, 
i^noun, common, 
i^pronoun, personal, 
=noun, common, 
=noun, proper, 
=ipronoun, personal, 
=noun, common, 
=pronoun, personal, 
=noun, common, 
=noun, proper, 
=noun, common, 
=noun, common, 
=pronoun, relative, 



e. Object. 

subject. 

adnominal. 

predicate. 

subject. 

object.^ 

object. 



nominative, essential, 

possessive, accessory, 

nominative, accessory,^ 

nominative, essential, 

objective, accessory, 

objective, accessory, 

nominative, independent.^ 

objective, accessory, object.* 

nominative, independent, 

nominative, accessory, appositive, 

nominative, independent.^ 

nominative, essential, 

nominative, accessory, 

nominative, accessory, 

nominative, essential, 

objective, accessory, 

nominative, accessory, 

nominative, essential, 

possessive, accessory, 

nominative, independent, 

nominative, accessory, 

nominative, independent, 

nominative, accessory, 

nominative, essential, 

nominative, accessory, 

objective, accessory, 

nominative, independent. ^^ 

nominative, essential, subject, 

nominative, accessory, 

nominative, essential, 

objective, accessory, 

nominative, accessory, 

nominative, independent, i^ 

nominative, essential, subject, 

objective, accessory, object.i^ 



subject. 

appositive. 

appositive.^ 

subject. 

object. 

appositive. 

subject. 

adnominal.^ 

predicate.' 

possessive, 
subject.^" 
appositive. 
object. 



predicate, 
subject, 
predicate, 
appositive. 



'Accessory to the verb Is; the two essentials in this sentence are brain and is. 2 object 
of the transitive verb paid, notwithstanding the fact that paidi's, in the so-called "passive 
voice." sSeeDem. XXVIL, h, i; also Prog. XXI., note. * Object of the preposition worth. 
5 See Dem. XXIII., p., note. « In apposition with the sentence, " He scaled Mt. Blanc." 'To 
the substantive participle pZaj/iwgr. SBy "accompanying circumstance." ^See Dem. VI., a. 
^Subject of the verb chatter. They is appositive to teeth; see Dem. XXVI., a, 3, e. ''By 
pleonasm; see Dem. XXVI., remark, p. 507. '2 By exclamation. '3 of want; see Dems. XIV, 
and XV. 



608 



THE SYSTEM METHOD. 



Prog, XXV (Continued).— Substantives Classified. 



95. 


Father's 


=noun, 


conamon, 


possessive, 


accessory,! 


adnominal.i 


96. 


Me 2 


=pronoun, 


personal, 


objective, 


independent. 




98. 


Bride 


=nouu, 


common, 


nominative. 


accessory. 


predicate. 


99. 


What 


=pronoun, 


relative, 


nominative, 


accessory. 


predicate. 


101. 


Stay 


=noun, 


common, 


nominative. 


independent.^ 




105. 


Mary- 


^noun, 


proper, 


nominative, 


accessory. 


appositive. 


107. 


Cupid 


=noun, 


proper, 


objective. 


accessory, 


appositive. 


111. 


East 


=noun, 


proper, 


objective, 


accessory. 


object. 


112. 


Me 2 


=:pronoun, 


personal, 


objective, 


independent.^ 




113. 


Way 


=noun, 


common. 


objective, 


accessory, 


object. 


114. 


Wrath 


=nouu, 


common. 


nominative, 


independent. 




117. 


Rome* 


=noun, 


proper, 


nominative. 


independent. 




118. 


Bakery 


=:noun, 


common. 


nominative, 


independent. 




120. 


WiU 


=noun, 


common. 


nominative, 


independent. 




125. 


Straw- 


=noun, 


common. 


objective. 


accessory. 


object. 


127. 


One 


r=noun, 


common. 


objective, 


accessory, 


object. 


133. 


Poet 


=noun, 


common, 


nominative, 


accessory. 


predicate.^ 


135. 


Betters ^ 


:=noun, 


common, 


nominative. 


essential. 


subject. 


137. 


Limb 


=noun, 


common. 


nominative, 


independent.''' 




140. 


Hight 


:=noun, 


common. 


nominative. 


independent.'' 




143. 


Beggar 


=:noun, 


common. 


objective, 


accessory, 


predicate. 


144. 


Theirs 


=pronoun, 


personal, 


possessive. 


accessory. 


adnominal. 


145. 


Meii['s] 12 


=noun, 


common. 


possessive, 


accessory. 


appositive. 


146. 


He 


=:pronoun, 


personal. 


nominative, 


independent. 




148. 


Money 


:=:noun, 


common, 


objective, 


accessory, 


object. 


150. 


Caesar 


=noun, 


proper, 


objective, 


accessory, 


predicate. 


152. 


Bushel 


=noun, 


common, 


objective. 


accessory. 


object. 


154. 


Guides 


=noun, 


common. 


objective, 


accessory. 


predicate. 


156. 


Sum 


=noun, 


common, 


objective, 


accessory, 


object. 


159. 


Music 


=noun, 


common, 


nominative. 


accessory, 


predicate. 


162. 


Name 


=noun, 


common, 


nominative. 


accessory. 


predicate. 


163. 


Eagle 


=noun, 


common, 


nominative, 


accessory, 


appositive. 


165. 


Carpet 


=noun, 


common. 


objective, 


accessory. 


appositive. 


168. 


What 


^pronoun, 


, relative. 


nominative, 


essential. 


subject. 


171. 


Henry 


=noun, 


proper, 


objective. 


accessory, 


predicate. 


172, 


, Fun 


=noun, 


common. 


objective. 


accessory. 


object. 8 


186. 


, Ambition 


:=noun, 


common, 


objective. 


accessory, 


object.^ 


192, 


. People 


=noun, 


common, 


objective, 


accessory. 


predicate. 


213, 


. Home 


=noun, 


common, 


objective, 


accessory. 


object.i* 


222, 


. Miles 


=noun, 


common, 


objective, 


accessory. 


object. 11 



iTo some sucli noun as "possession" or " choice" understood; see Dem. V., Obs. e. 
2See Dem. XXVII., h, i. ^ By pitjonasm. < imicpendent by inscription. ^ ^s ig a subordinate 
conjunction, joining^oe/! and excels; see Dem. XX., d, note 1. 6 See Dem. XVII., i. ' By ac- 
companying circumstance. ^Oimade. o Of the preposition worth, i" Of the preposition ("o 
to be supplied. " Of the adjective long; see Dem. XXX., uuder m. ^^Men is nominative by 
enallage for the possessive man's. 







SYSTEM GRAMMAR— GRADE A. 


609 


Pre 


)g. XXVI.— Branching by the Grammar- System Tree. 




1. 


Which 


= substantive. 


nominative. 


accessory, 


predicate. 


2. 


Yours 


= substantive, 


possessive. 


adnominal. 




4. 


Horse 


= substantive. 


nominative, 


accessory, 


predicate. 


6. 


Hour 


= substantive, 


objective, 


adverbial. 




8. 


Him 


= substantive. 


objective. 


indirect. 




9. 


Money 


= substantive. 


objective, 


direct. 




11. 


Money 


= substantive. 


objective, 


direct. 




15. 


People 


= substantive, 


nominative, 


accessory. 


appositive. 


19. 


Pounds 


= substantive. 


objective, 


adverbial. 




20. 


Than 


= substantive, 


nominative, 


essential. 




21. 


As 


= substantive, 


nominative. 


essential. 




23. 


Which 


= substantive. 


objective,! 


adverbial. 




24. 


Conjunctions 


=: substantive. 


nominative, 


accessory, 


predicate. 


25. 


Solomon 


= substantive, 


nominative. 


essential. 




26. 


Whom 


= substantive, 


objective,! 


adverbial. 




27. 


Man 


= substantive, 


nominative, 


essential. 




29. 


Rubies 


= substantive. 


nominative,^ 


essential. 




30. 


Flesh 


= substantive. 


nominative, 


essential. 




31. 


It 


= substantive, 


nominative, 


accessory. 


appositiv e. 


32. 


Stars 


= substantive. 


nominative, 


essential. 




33. 


They 


= substantive, 


nominative. 


accessory. 


appositive.^ 


35. 


Hand* 


= substantive, 


nominative, 


accessory. 


appositive. 


39. 


Heart* 


= substantive. 


nominative. 


accessory, 


appositive. 


41. 


Himself ^ 


= substantive, 


nominative. 


accessory, 


appositive. 


43. 


Boy 


= substantive. 


nominative. 


accessory. 


predicate. 


47. 


Savage 


= substantive, 


nominative. 


accessory. 


predicate.^ 


49. 


Gods 


= substantive. 


nominative. 


accessory. 


predicate.'' 


51. 


Man 


= substantive, 


nominative. 


accessory. 


j)redicate.'' 


52. 


Poet 


= substantive. 


nominative. 


essential. 




53. 


Milton 


== substantive. 


nominative. 


accessory. 


appositive. 


54. 


Milton 


= substantive. 


nominative, 


essential. 




55. 


Poet 


= substantive. 


nominative. 


accessory. 


appositive. 


57. 


Thirds 


= substantive. 


nominative, 


accessory. 


apjiositive. 


60. 


Thou 


= substantive. 


nominative. 


essential. 




61. 


River 


= substantive. 


nominative, 


appositive. 




62. 


Fathers 


= substantive, 


nominative. 


essential. 




66. 


He 


== substantive, 


nominative. 


accessory, 


appositive. 


69. 


Philosopher 


= substantive. 


nominative. 


accessory, 


appositive. 


79. 


He 


= substantive, 


nominative, 


independent. 


8 



1 Objects of the adverb more and adj. wiser. See Dem. XXX., m. * Subject of are, which 
is to be supplied. ^ The pronouns it and they are resumptive appositives, since they resume 
flesh und stars. *ffawc? and/oo< are called "distributive" appositives, since they distribute 
he; so edsomind and heart, b Himself is called a " repetitive " appositive, since it repeats Lord. 
6 See Dem. VI., a. '^s is a subordinate conjunction, joining the nominative gods and be, by 
hich gods is governed; see Dem. XX., notes 1 and 2. 8 By pleonasm. 
39 



610 



THE SYSTEM METHOD. 



Pros. XXVI (Continued).— Branching of Substantives. 



86. Euphrates = 

89. Myself = 

93. Attorney = 

95. Convert = 

96. I = 

97. Father-in-law = 

98. Jethro = 
103. Peace = 
106. Things = 

109. Beelzebub = 

110. Whomi = 
114. Which 2 = 

117. While 3 = 

118. Me 3 = 

119. Hack = 
121. Me 5 = 
130. Heart = 
132. We = 
136. Distance = 

138. Hour 6 = 

139. Hour 6 = 
142. Bushels = 
144. Straw = 

146. Little 7 = 

147. Miles •? = 
149. Me 3 = 
155. King = 
158. Them = 
161. Enemy = 
165. Feet 8 = 
165. Whit 3 = 
167. DoUar = 
169. Praise = 
171. Time = 
173. Night = 

175. Virgil ^ 

176. He = 

177. Who = 
180. Things = 



substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 



nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

objective, 

objective, 

objective, 

objective, 

nominative, 

objective. 

nominative, 

nominative, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective,^ 

objective,!'^ 

objective," 

objective, ^^ 

nominative, 

nominative, 

nominative, 

nominative, 



accessory, 

accessory, 

accessory, 

accessory, 

essential. 

accessory, 

accessory, 

essential. 

accessory, 

essential. 

adverbial. 

adverbial. 

adverbial. 

adverbial. 

independent.* 

independent.* 

essential. 

adverbial. 

adverbial, 

adverbial. 

adverbial. 

adverbial. 

adverbial. 

adverbial. 

adverbial. 

predicate. 

predicate. 

predicate. 

adverbial. 

adverbial. 

prepositional. 

adverbial. 

adverbial. 

adverbial. 

accessory, 

accessory, 

essential. 

accessory, 



appositive. 
predicate, 
appositive. 
jjredicate. 

appositive. 
appositive. 

appositive. 



predicate, 
appositive. 

appositive. 



iWhom is governed by, is the object of, the adverb higher; see Dem. XXX., m. * Ob- 
ject of tlic comparative adverb wore, s objects of the adjective wiser. * By accompanying cir- 
cumstance. 6See Dem. XXVII., h, i. 6 objects or the adverbs sooner and ^le/ice. 'Objects 
of the adjective more; sec Dem. XXX., m. 8 object of high; see Dem. XXX. 9 of the prep- 
osition ivorth. 10 Of the adjective worthy; see Dem. XXX., m, 1, note 3. "Of the adverb 
ago. 12 Of the adverb long. 



SYSTEM GRAMMAR— GRADE A. 



611 



Prog. XXVI (Coiitinued).-Branchiiig of Substantives. 



203. Her 

204. Her 
20r. Little 
208. Feet 

212. Gad 

213. Troop 

217. Sun 

218. We 

220. Honor 

221. Mountains 

222. Hight 
226. Colors 
229. Wheel 
233. Lore 

235. Her 

236. Queen 

238. Me 

239. Coat 

241. Themselves 

242. Men 
244. Friend 
256. Man 
260. Head 
264. Tea 

268. Deal 

269. Tears 
271. Times 
276. Home 

281. Shelley['s]i2 

285. Theirs 

286. Men['s]i* 

287. Women's 
295. Hand 
310. Mei6 
313. Century 
318. Liberty 



substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive, 

substantive. 



objective, 

possessive, 

objective,'- 

objective,^ 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

objective, 

objective, 

objective, 

objective, 

objective, 

objective, . 

objective, 

objective, 

nominative, 

objective, 

objective, 

objective,* 

objective,^ 

objective,'" 

objective,^^ 

possessive, 

possessive, 

possessive, 

possessive, 

nominative, 

objective. 

nominative, 

nominative. 



direct. 

adnominal. 

adverbial. 

adverbial, 
independent.^ 

essential, 
independent.* 

essential. 

independent.* 

essential. 

independent.* 

independent.* 

independent.* 

prepositional. 

direct. 

factitive. 

indirect. 

direct. 

direct. 

factitive. 

indirect. 

accessory,^ 

appositive.® 

accessory, '^ 

adverbial. 

adverbial. 

adverbial. 

prepositional. 

adnominal.'^ 

adnominal.''^ 

appositive.^* 

adnominal. '5 

independent.* 

independent.* 
independent.!'' 



appositive.s 
appositive. 



1 Of the adverb more. 2 See Dem. XXX., m. » By pleonasm. * By accompanying circum- 
stance. 6yls is a subordinate conjunction ; see Dem. XX., d, note 1 ; and Dem. XXX., d, m. 
s Head and body distTibnte Mm. t Ifamely is a. siihordmaVe conjunction, s of the adverb fier- 
ier- see Dem. XXX., m. aObjectof the adverb ago. lOQf taken to be supplied: Two [taken] 
two t'imes, are four, n Of the preposition to, to be suppUed. 1= To writings. Shelley is nom- 
inative by enallage for the possessive Shelley's, is To right, to be supplied, hto theirs. 
Men is nominative by enallage for the possessive men's, is participles, when used like nouns, 
may be limited by either a possessive or an adjective; see Dem. XXIX., c, note. "See Dem. 
XXVn., h, i. 1' By exclamation. 



612 



THE SYSTEM METHOD. 



Prog. XXVI (Continued).— Branclimg of Substantives. 



320. Tyranny 


= 


substantive, 


nominative, 


essential. 


321. Pulses 


= 


substantive, 


nominative. 


independent.! 


323. That 


r= 


substantive, 


nominative. 


essential. 


326. Them 


= 


substantive, 


objective. 


direct. 


329. Emerson 


= 


substantive, 


nominative. 


independent.^ 


330. Sir 


= 


substantive, 


nominative. 


independent.^ 


332. You 


= 


substantive, 


objective, 


direct. 


333. Me 


= 


substantive, 


objective, 


indirect. 


334. Bit 


= 


substantive, 


objective. 


direct. 


336. Allred['s] 


= 


substantive, 


possessive. 


adnominal.* 


337. Saxon's 


= 


substantive, 


possessive, 


appositive.5 


343. You 


= 


substantive, 


nominative. 


independent.^ 


344.. Blockhead 


= 


substantive. 


nominative. 


accessory, appositive. 


345. Putnam's 


= 


substantive, 


possessive, 


adnominal. 


346. Publisher['s] 


= 


substantive, 


possessive, 


appositive.'' 


349. Friend's 


= 


substantive. 


possessive. 


adnominal. 


350. Hunter's 


= 


substantive, 


possessive. 


appositive.''' 


351. John's 


= 


substantive. 


possessive, 


adnominal. 


352. Duke 


= 


substantive. 


nominative. 


accessory, predicate. 


353. Captain['s]8 


= 


substantive, 


possessive. 


adnominal.^ 


354. Fulton 


= 


substantive, 


objective. 


.prepositional. 


355. Wife 


= 


substantive. 


nominative, 


essential. 


356. Yesterday 9 


=: 


substantive. 


objective. 


adverbial. 


359. Pounds 


= 


substantive, 


objective, ^'^ 


adverbial. 


361. Father 


= 


substantive. 


nominative. 


essential. 


362. Whom 


= 


substantive. 


objective,^" 


adverbial. 


363. Man 


= 


substantive. 


nominative. 


essential. 


365. Henry 


= 


substantive. 


nominative. 


essential, 


366. James 


= 


substantive, 


nominative,!! 


essential. 


368. Which 


= 


substantive. 


objective,!" 


adverbial. 


371. We 


= 


substantive. 


nominative,!^ 


essential. 


373. Them 


== 


substantive, 


objective,!'! 


adverbial. 


375. What 


= 


substantive, 


objective,!^ 


direct. 


377. Wit 


= 


substantive, 


objective,!^ 


adverbial. 


379. Ballast 


= 


substantive. 


objective,!" 


adverbial. 


381. Maxims 


= 


substantive, 


nominative, 


independent.!'' 


383. Father 


= 


substantive, 


objective. 


appositive.!* 


385. Brethren 


= 


substantive. 


objective. 


appositive.!* 


387. Women 


= 


substantive. 


objective,!' 


adverbial. 


1 By pleonasm 


1. 2 


By inscription. 


3 By direct addrc 


ss. ^ To coxirt. Alfred is used by 


enallagc for Alfred's. 


6 To Alfred\^s'\. 


6 To Putnam's. 


Publisher is enallage for publis/i- 


er's. "> To friend's 


8' 


ro wife. Captd, 


in is enallage for 


Captain's. Sec Dem. V., Obs. c; 


also Dem. XVII., 1. 


. sSeeDem. XVIII., 


Obs. b. 10 Of the adverb more. " Subject of is to be 


supplied. >2 0fthc 


! adverb more. '^Sii 


bjectof are, to be supplied. >*0f the adverb morg. 


ii-Of pay\ "than what I can pay" is an 


adverbial element of the 3d class, limiting greater. 


"■•Of less and 7nori 


': '' 


'By inscription. 


iSThc two as's are subordinate conjunctions. '^Of 


the adjective more. 


20 


Object of wiser. 







SYSTEM GRAMMAR— GEADE A. 



613 



Pros 



XXYII.— BraucUiug by the Grammar- System Tree. 



predicate.^ 
preclicate. 



nominative, 
nominative, 
objective, 
nominative,^ 
possessive, 
nominative, 
objective,^ 
objective, 
objective, 
objective,* 
nominative, 
nominative, 
nominative, 
nominative, 
nominative, 
nominative, 
possessive, 
objective,^ 
nominative, 
nominative, 
possessive, 
possessive, 
nominative, 
objective, 
objective, 
objective, 
nominative, 
nominative, 
nominative, 
nominative, 
nominative, 
noradnative, 
objective, 
nominative, 
nominative, 
nominative, 
nominative, 
nominative, 
- 'Though is a subordinate conjunction joining / (word modified) and its momer anointed 
which is a copula-equivalent to a &.-word. ^To Arnold^s. Teacher is enallage for teach- 
:^T:Oflol 0/is\n adverb modifying ^... ^ Of say. ^^^ Dem. XX., d, notes o^ys 
a subordinate conjunction, joining one (thing governed ^y spoke) ''^"ZTx^i m " iil 
d 7^. is a subordinate conjunction. BOf the adjective ftroad .• see Dem XXX m. ^As.s 
asubordinate conjunction, lo i/.,i is enallage for men^s. hto rrght, to be supplied. i^By 
JcolX^ScnlurnsUnce. "To /... ^*To thee. ^^To peace, prospenty, ani happiness, 
which it resumes, is Resumptive appositive. >t By pleonasm. 



1. Englishman = 

3. I = 

4. Day = 

5. King = 

13. Teacher['s] = 

14. Scholar = 

18. Sight = 

19. Us = 

30. Present = 

23. What - 

24. Others = 

28. Gods 

29. One "5 - 

31. Slaved 
35. Power = 
37. Corpse = 
39. Fellow's = 

43. [Ocean] - 

44. Teacher 9 = 
4.5. Mayor 9 = 

47. Theirs 9 - 

48. Men['s]9 

49. Penelope = 
51. Men 

53. Friends = 

55. Debts 
61. Horse = 

63. Boy 

65. Convert : 

78. Man 
81. Limb 
83. Hand • 
89. Lips 

Hight 

Things 

It 

102. Gad 

103. Troop 



90 
94 

101 



substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
substantive, 
: substantive, 
: substantive, 
= substantive, 
: substantive, 
: substantive, 
: substantive, 
= substantive, 
= substantive, 
= substantive, 
= substantive, 
= substantive, 
= substantive, 
- substantive, 
= substantive, 
= substantive, 
= substantive, 
substantive. 



accessory, 

essential. 

adverbial. 

accessory, 

appositive.^ 

accessory, 

direct. 

indirect. 

direct. 

direct. 

essential. 

accessory, 

accessory, 

accessory, 

accessory, 

accessory, 

adnominal. 

adverbial. 

accessory, 

accessory, 

adnominal. 1^ 

appositive.^" 

accessory, 

factitive. 

indirect. 

direct. 

accessory, 

accessory, 

accessory, 

independent.^^ 

independent.!^ 

accessory, 

appositive.!* 

independent.12 

accessory,!^ 

accessory, 

independent.!'^ 

essential. 



predicate. 



predicate.^ 

predicate. 

predicate. 

predicate. 

predicate. 



predicate, 
appositive. 



predicate. 



predicate. 
predicate, 
predicate. 



appositive.!^ 



appositive. 
appositive.!" 



614 



THE SYSTEM METHOD. 



Prog. XXVII (Continued).— Branching of Substantives. 

104. Orphan = substantive, nominative, essential. 



106. Child 

111. Lord 

112. He 
114. Hour 

116. Times 

117. Six 

118. Twelve 

119. Wealth 
121. Plato 
128. You 
130. Peace 
135. Pulses 

138. He 

139. That 
141. He 

143. They 

144. Heels 
147. Colors 
149. Sun 
152. Me 
156. What 
164. As 
168. As 

170. What 

171. Simonides 



= substantive 
= substantive 
= substantive; 
= substantive 
= substantive 
:= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive, 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 



172. What = substantive 

178. Anglesey ^= substantive 



184. Whom 

185. That 

186. That 
189. Theirs 
194. It 

197. Father's 



= substantive 
= substantive 
= substantive 
= substantive 
= substantive 
= substantive 



199. Brother's ^= substantive 
208. Duke['s]i»= substantive 
211. Miles = substantive 

218. Boy = substantive 



nominative, accessory, 

nominative, essential, 

nominative, accessory, 

objective, adverbial, 

objective,^ adverbial, 

nominative, essential, 

nominative, accessory, 

objective, direct, 

nominative, independent.^ 

nominative, independent.^ 

nominative, independent, 

nominative, independent.* 

nominative, independent.* 



nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

objective. ^^ 

objective, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

nominative, 

objective,^ 

nominative, 

objective,^ 

possessive,^ 

objective, 

possessive,^ 

possessive, 

possessive, 

objective, ^^ 



essential. 

independent.^ 

independent.* 

independent.* 

independent.* 

independent.* 

adverbial. 

accessory, 

essential. 

accessory, 

essential. 

accessory, 

accessory, 

adverbial. 

essential. 

direct. 

adnominal.' 

direct. 

adnominal.^ 

adnominal. 

adnominal. 

adverbial. 



predicate, 
appositive.^ 

predicate. 



predicate. 

T3redicate. 

predicate, 
aiipositive.* 



nominative, independent.^^ 



^ To Lord. 7/e is a resumptive appositive. ~ Of taken, to he supplied, s jjy direct ad- 
dress. ^By pleonasm. ^ By accompanying circumstance. * To iorcJ; but it would not be 
objectionable to take Lord and Anglesey together; since they are, in all respects, alike. ' Of 
the comparative adjective wiser,* see Dem. XXX.,m. ^ Of parsed. ^To possession or choice, 
to be supplied; see Dem. V., Obs. e. 'o See Dcm. V., Obs. c. i' Of extewcied, to be supplied. 
■fi By exclamation. i3 See Dem. XXVII. , h, i. 









srsi 


""EM ORj 


iMMAR— GRADE A. 


615 


Pr 


og. XXVIII.- 


—Branching by the Grammar- System Tree. 




1. 


Is 


= 


verb, 


finite. 


variable. 


indicative. 




3. 


Give 


= 


verb, 


finite. 


invariable. 


imperative. 




4. 


Were 


= 


verb, 


finite. 


invariable. 


subjunctive. 




5. 


Would 


= 


verb, 


finite, 


variable. 


indicative. 




6. 


Shed 


= 


verb. 


infinite. 


infinitive. 


verbal comp.. 


assertive. 


9. 


Isi 


= 


verb, 


finite, 


variable. 


indicative. 




10. 


Disposed 


= 


verb, 


infinite. 


participial. 


verbal comp. 




11. 


Censure 


= 


verb. 


infinite, 


infinitive. 


substantive. 




13. 


Are 


= 


verb, 


finite. 


variable. 


indicative. 




14. 


Fallen 


= 


verb. 


infinite. 


participial, 


verbal comp. 




15. 


CaU 


= 


verb. 


finite. 


invariable. 


subjunctive. 




16. 


TeU 


= 


verb, 


finite. 


invariable. 


imperative. 




18. 


Aral 


= 


verb. 


finite. 


invariable. 


indicative. 




19. 


Invited 


= 


verb. 


infinite, 


participial. 


verbal comp. 




20. 


Attend 


= 


verb. 


infinite. 


infinitive. 


substantive. 




22. 


ShaU 


= 


verb. 


finite. 


variable. 


indicative. 




24. 


Had 


= 


verb, 


finite. 


invariable, 


subjunctive. 




25. 


Believed 


= 


verb. 


infinite, 


participial. 


verbal comp. 




26. 


Would 


= 


verb. 


finite. 


variable. 


indicative. 




31. 


Having 


= 


verb. 


infinite, 


participial. 


adjectival. 




82. 


Finished 


= 


verb, 


infinite. 


participial. 


verbal comp. 




33. 


Assigned 


= 


verb. 


infinite, 


participial. 


adjectival. 




37. 


Was 2 


= 


verb. 


finite. 


variable. 


indicative. 




38. 


Raised 


= 


verb. 


infinite, 


participial. 


verbal comp. 




40. 


Is 3 


= 


verb. 


finite. 


variable, 


indicative. 




41. 


Learn 


= 


verb, 


infinite. 


infinitive. 


substantive.* 




44. 


Succeeded 


= 


verb. 


infinite, 


participial, 


verbal comp. 




47. 


Go 


= 


verb. 


infinite. 


infinitive. 


substantive. 




49. 


Forget 


= 


verb. 


infinite, 


infinitive, 


verbal comp.. 


assertive. 


50. 


Mention 


= 


verb. 


infinite, 


infinitive. 


substantive. 




54. 


Obliged 


= 


verb. 


infinite. 


participial. 


verbal comp. 




58. 


Were 


= 


verb. 


finite. 


variable. 


indicative. 




60. 


Conquer 


= 


verb. 


infinite. 


infinitive. 


substantive. 




64. 


Rising- 


= 


verb, 


infinite. 


participial. 


adjectival. 




68. 


Fall 


= 


verb, 


infinite, 


infinitive. 


verbal comp.. 


objective. 


70. 


Come 


= 


verb. 


infinite. 


infinitive. 


verbal comij.. 


assertive. 


71. 


Smiling 


= 


verb. 


infinite. 


participial. 


adjectival. 




73. 


Invited 


= 


verb. 


infinite. 


participial. 


verbal comp. 




77. 


Appointed 


= 


verb. 


infinite. 


IDarticipial, 


adjectival. 




78. 


Crushed 


= 


verb. 


infinite. 


participial. 


adjectival. 




81. 


Cease 


= 


verJj, 


finite. 


invariable. 


imperative. 




85. 


Eating 


= 


verb. 


infinite, 


participfftl, 


adverbial. 





1 Public is singular or plural according as it represents one or more than one subject- 
unit. 2 "Hue and cry" represent only cue subject-unit, s" Bread and butter,'' one food. 
^ Learn is the object of the preposition to, which joins the^aW, learn, to the sentence whole. 



616 



THE SYSTEM METHOD. 



Prog. XXIX.— Branching by the Grammar- System Tree. 



1. 


Sweet 


=: 


accessory, 


adjective. 


predicate. 


4. 


The 


= 


accessory, 


adjective. 


adnominal. 


5. 


Ripe 


== 


accessory, 


adjective. 


predicate. 


6. 


How 


= 


accessory. 


adverb. 


modifying. 


7. 


Often 


= 


accessory. 


adverb. 


modifying. 


8. 


There 


= 


accessory, 


adverb. 


modifying. 


9. 


Sometimes 


= 


accessory, 


adverb. 


modifying. 


10. 


Very 


= 


accessory. 


adverb. 


modifying. 


11. 


Well 


= 


accessory. 


adverb. 


modifying. 


15. 


English 


=: 


accessory, 


adjective. 


adnominal.^ 


17. 


Methodical 


.= 


accessory. 


adjective. 


predicate. 


23. 


Happily 


= 


accessory. 


adverb, 


modifying. 


25. 


Long- 


= 


accessory, 


adverb, 


modifying. 


26. 


Enough 


= 


accessory, 


adverb. 


modifying. 


28. 


Where 


= 


accessory. 


adverb. 


conjunctive.^ 


29. 


Out 


= 


accessory. 


adverb. 


modifying. 


31. 


These 


= 


accessory. 


adjective. 


adnominal. 


33. 


Which 


= 


accessory, 


adjective. 


adnominal. 


35. 


First 


= 


accessory. 


adjective. 


adnominal. 


36. 


Far 


== 


accessory. 


adverb. 


modifying.^ 


37. 


Pretty 


= 


accessory, 


adverb, 


modifying. 


40. 


Other 


= 


accessory. 


adjective. 


adnominal. 


41. 


Each 


= 


accessory. 


adjective. 


adnominal. 


43. 


Quiet 


= 


accessory. 


adjective. 


appositive. 


48. 


Frivolous 


= 


accessory, 


adjective. 


appositive. 


49. 


None 


= 


accessory, 


adjective. 


adnominal.* 


51. 


Own 


= 


accessory. 


adjective, 


adnominal. 


53. 


To 


= 


accessory. 


adverb, 


modifying. 


54. 


Fro 


= 


accessory, 


adverb. 


modifying. 


56. 


The 5 


= 


accessory. 


adverb. 


modifying. 


57. 


Louder 


= 


accessory. 


adverb. 


modifying. 


58. 


The 


= 


accessory, 


adverb. 


modifying. 


60. 


Where 


= 


accessory. 


adverb. 


conjunctive. 


61. 


Of 


= 


accessory. 


adverb. 


modifying." 


64. 


Clever 


= 


accessory. 


adjective. 


appositive. 


66. 


Whither 


— 


accessory. 


adverb. 


conjunctive. 


69. 


Right 


= 


accessory. 


adjective, 


appositive.'^ 


71. 


Long 


= 


accessory. 


adverb. 


modifying.^ 


83. 


All 


= 


accessory. 


adjective. 


appositive.^ 



'So people, to be supplied. ^3oivls is and you laid, and modifies laid. ^Far mod- 
ifies the preposition «&<?»«; seeDem. XVni., Obs. n. * To /)ersora, to be supplied. 5 The words 
the modify louder ani faster. « Modifies made. 'Modifies the substantive verb be; see Dera. 
XXIX., c, note. 8 Modifies the preposition 6e/ore; see Dem. XVIII., Obs. n. ^ To possessions, 
to be supplied. 



SYSTEM GRAMMAR— GEABE A. 



617 



Prog-. XXIX (Continued). — Brancliing of Accessories. 

adverb, modifying, 

adverb, modifying, 

adverb, modifying, 

adjective, adnominal.^ 

adverb, modifying.^ 

adverb, modifying, 

adverb, modifying.* 

adverb, conjunctive.^ 

adverb, modifying.^ 

adjective, adnominal.'' 

adjective, adnominal. 

adjective, predicate, 

adjective, adnominal. 

adjective, adnominal. 

adjective, . adnominal. 

adjective, predicate.* 

adjective, adnominal. 

adverb, modifying. ^ 

adverb, modifying, 

adjective, predicate, 

adverb, modifying. i<* 

adverb, modifying, 

adjective, apjsositive. 

adjective, appositive. 

adverb, modifying, 

adjective, appositive." 

adjective, predicate, 

adverb, modifying, 

adverb, modifying, 

adverb, modifying, 

adverb, modifying, 

adverb, modifying, 

adverb, conjunctive.^^ 

adjective, appositive. ^^ 

adjective, appositive. 

adjective, factitive.^® 

adjective, appositive.^* 

Modifies the adverb once. ^Modifies the adverb once, since once is usedlilse a noun. ■* 

Any word whatever, if used substantively, may be modified by an adjective. (See Dem. 

XVIII., Obs. c; also Dem. XXIX., c, note.) The adverb once modifies sing. ^ Needs equals 
necessarily. * Limits g'O. 6 Joins i« and swo^u /a/i«, and modifies /aZZs. « Limits is. 7 To a 
word to be supplied. See Dem. XVIII., Obs. f. ^Or appositive to the substantive verb 
be. See Dem. XXIX., c, note. 9 The verb &e. w Modifies S!<cceec?ed. .i To ptec«, to be supplied. 

12 Modifies 2S. 's joins looked and came, and modifies ca?/ie. i^To I. is See Dem. XXIX., 
c, note. "» " The son has his father's wealth double." 



«4. 


As 


= 


accessory. 


85. 


Lief 


= 


accessory, 


86. 


Justi 


= 


accessory. 


87. 


This 


= 


accessory. 


88. 


Needs ^ 


= 


accessory. 


89. 


Up 


= 


accessory, 


90. 


To 


= 


accessory, 


91. 


Wherever 


,!__ 


accessory. 


93. 


There 


= 


accessory, 


97. 


Last 


= 


accessory. 


98. 


Best 7 


= 


accessory. 


100. 


Short 


= 


accessory. 


101. 


No 


= 


accessory, 


102. 


MV 


= 


accessory. 


103. 


A\V 


= 


accessory, 


104. 


Useful 


= 


accessory. 


105. 


FulF 


= 


accessory. 


108. 


Never 


= 


accessory. 


109. 


So 


= 


accessory, 


110. 


Impatient 


; = 


accessory, 


111. 


What 


— 


accessory. 


115. 


Not 


= 


accessory, 


119. 


Afar 


= 


accessory. 


121. 


Sad 


= 


accessory, 


123. 


Not 


= 


accessory, 


126. 


Farthest 


= 


accessory, 


129. 


Secure 


= 


accessory, 


130. 


Down 


= 


accessory. 


131. 


There ^"^ 


= 


accessory, 


132. 


Some 


= 


accessory. 


135. 


With 


= 


accessory, 


136. 


In 


= 


accessory. 


137. 


As 


= 


accessory. 


145. 


Good 


= 


accessory. 


146. 


Great i^ 


= 


accessory. 


147. 


Double 


= 


accessory, 


148. 


Intent 


= 


accessory, 



618 



THE SYSTEM METHOD. 



Prog. XXX. — Branching by the Grrammar- System Tree. 

1. Parallel =fundamental, substantive, nominative, essential, 
^fundamental, verb, finite, 



Can 
In 

2. For 

And 

3. That 
Is 
Dead 

4. Whom 
Honor 
More 
Than 
Me 

5. Whither 

6. That 
May- 
See 

7. It 
Strange 
That 

8. That 



=connective, 

=connective, 

=connective, 

:=connective, 

=fundam ental, 

^accessory, 

=accessory, 

=accessory, 

=accessory, 

^connective, 

=fundamental, 

^accessory, 

=connective, 

=fundaraental, 

=fundamental, 

=fundamental, 

^accessory, 

=connective, 

^connective, 



preposition. 

preposition. 

conjunction, 

conjunction, 

verb, 

adjective, 

substantive, 

verb, 

adverb, 

conjunction, 

substantive, 

adverb, 



Apparent=accessory, 



9. Just 
In 
That 

10. Sorry 
That 

11. So 
Weak 
That 
As 9 
To 
I 

As 12 
Kather 
Than i* 
Stayi^ 



13. 

14. 
15. 
16. 



=accessory, 

r=connective, 

=connective, 

=accessory, 

=connective, 

=accessory, 

=accessory, 

:^connective, 

^connective, 

:^connective, 

:=fundamental, 

=connective, 

=accessory, 

=connective, 

=fundamental, verb, 



co-ordinate, 
subordinate.! 
finite, 
predicate, 
objective, 
infinite, 
modifying, 
subordinate.^ 
objective, 
conjunctive. 3 
conjunction, subordinate.* 
verb, finite, 

verb, infinite, 

substantive, nominative, 
adjective, predicate, 
conjunction, subordinate.^ 
conjunction, subordinate, 
adjective, laredicate. 
adjective, predicate, 
preposition.^ 



conjunction, 

adjective, 

conjunction, 

adverb, 

adjective, 

conjunction, 

conjunction, 



preposition. 1** 
substantive, nominative, 
conjunction, subordinate, 
adverb, modifying. ^^ 

conjunction, subordinate, 
infinite. 



variable, indicative. 



variable, indicative. 



direct, 
infinitive. 



adverbial. 



verbal comp., 
[assertive. 



invariable, subjunctive, 
infinitive, verbal comp., 
essential. [assertive. 



subordinate.'' 

predicate. 

subordinate. 

modifying. 

predicate. 

subordinate.* 

subordinate. 



essential.il 



infinitive, substantive. 



1 Joins reports and king is. 2, joins me to the adverb more, of which me is the object. 
3 Joins come und I go, and modifies go. * Joins cotne and its modifier, 7 matj. ^ Joins it and 
ts modifier, you should, etc. fiConnects just and the object, "it is right," 'Joins the 
object, "it is right," to the word modified by that object, namely, just. 8 joins so, the word 
modified, and the modifier, he fell. « joins so and its adverbial modifier, to go. i" connects 
go, its object, and so. n Subject of atn. i- Joins the word modified, him, to honest, the mod- 
ifier; see Dem. XX., d, note 1. "jyiodifies go. i« Joins the substantive infinitive stay to the 
adverb rather, by which stay is governed. ^^Siay is the object of the adverb rather; see 
Dem. XXIII., j. 







SYSTEM 


GEAMMAj 


R— GRADE 


' A. 


619 


Frog. XXX (Continued).- 


-Branching' of Words. 






17. 


Doubtful 


= accessory, 


adjective. 


predicate. 








Asi 


= connective, 


conjunction. 


subordinate 








To 2 


= connective. 


preposition. 








18. 


To 


= connective, 


preposition. 










Be 


= fundamental. 


verb. 


infinite, 


infinitive. 


substantive.3 




Good* 


= accessory. 


adjective, 


appositive. 








Is 


= fundamental, 


verb. 


finite. 


variable. 


indicative. 




To 


= connective, 


preposition. 










Be 


= fundamental. 


verb. 


infinite. 


Infinitive, 


substantive. 




Great* 


= accessory, 


adjective. 


appositive. 






19. 


Sumner ^ 


= fundamental, 


substantive. 


nominative, 


accessory. 


predicate. 




Scholar ^ 


= fundamental. 


substantive, 


nominative, 


accessory, 


predicate. 


20. 


To 


= connective. 


preposition. 










Steal 


= fundamental. 


verb, 


infinite, 


infinitive, 


substantive. 




Is 


= fundamental, 


verb, 


finite, 


variable, 


indicative. 




Base 15 


= accessory. 


adjective. 


predicate. 






21. 


Than' 


= connective. 


conjunction. 


subordinate. 








Whom" 


= fundamental. 


substantive. 


objective, 


adverbial. 






Higher ^ 


= accessory. 


adverb, 


modifying. 






22. 


reet 


= fundamental. 


substantive, 


objective, 


adverbial. 






Wide 


= accessory. 


adjective, 


appositive. 






23. 


Nearer 


= accessory. 


adverb. 


modifying. 








Mountain 


= fundamental. 


substantive, 


objective,'' 


adverbial. 




24. 


Years 


= fundamental. 


substantive, 


objective,* 


adverbial. 






Ago 


= accessory. 


adverb. 


modifying. 






25. 


Worthy 


= accessory. 


adjective. 


predicate. 








Praise 9 


= fundamental. 


substantive, 


objective. 


adverbial. 




27. 


Built 


= fundamental. 


verb. 


Infinite, 


participial, verbal comp. 




Deal 


= fundamental, 


substantive, 


objective. 


adverbial, i'^ 




Better 


= accessory, 


adverb. 


modifying. 






28. 


As 


= fundamental. 


substantive. 


nominative. 


essential." 




To 


= connective. 


preposition.!^ 










Be 


= fundamental. 


verb. 


infinite. 


infinitive. 


substantive. 




But 


= accessory. 


adverb. 


modifying. 13 






29. 


Than 6 


= connective. 


conjunction. 


subordinate. 








Whom 6 


= fundamental. 


substantive. 


objective. 


adverbial. 






Eubies i* 


= fundamental. 


substantive. 


nominative. 


essential. 




30. 


Unless 


= connective. 


conjunction, 


subordinate. 







1 Joins doubtful and Its adverbial modifier, to him. 2 Connects its object, him, to doubt- 
ful. sObjectof the preposition <o," see Dem. XXX., e-1, inchisive. * See Dem. XXIX., c, note. 
sSeeDem. VI., a. '5 Modifies the substantive pbrase, <o steal. The principle is; Any word 
used substantively may be modified by an adjective, ^ggg Dem. XXX., m, 1-5 inclusive. 
'Object of the adverb wearer ; see Dem. XXX., m, notes 1 and 2. 80f ago. ^See Dem. XXX., 
m, note 3. i" object of the adverb better. "Subject of needs i^Connects its object 6e to 
13 Modifies needs. " Subject of are, to be supplied. 



620 



THE SYSTEM METHOD. 



Prog-. XXX (Continued). 

31. If 

32. Lest 



37 



38. 



Die 

33. More 
Than 
Me 

34. That 3 

35. But 
To 
Be 
Blest 

36. As 
As 
Be 
It 

Trifle 
Than 
Which 
More 
As 
So 

Rather » 

Than 9 

Him 9 

More^" 

Women 

Men i» 

43. As 12 
Pitying 

43. Innocent 

44. At 
47. What 

49. Good" 

50. Then" 

51. Harper 
He 



89 



40 



41 



Branching of Words. 

= connective, conjunction, subordinate. 

= connective, conjunction, subordinate. 

= fundamental, verb, finite, 

= accessory, adverb, modifying. 

:= connective, conjunction, subordinate.^ 

= fundamental, substantive, objective, adverbial. 

= connective, conjunction, subordinate. 

= connective, conjunction, co-ordinate. 

= connective, preposition. 

= fundamental, verb, infinite, infinitive, 

:=: fundamental, verb, infinite, participial, 

= accessory, adverb, modifying.* 

= connective, conjunction, subordinate.^ 

= fundamental, verb, finite, invariable, 

= fundamental, substantive, nominative, essential. 

= fundamental, substantive, nominative, accessory, 

= connective, conjunction, subordinate.'' 

= fundamental, substantive, objective,^ adverbial. 

= accessory, 

= accessory, 

= accessory, 

= accessory, 

= connective, 



invariable, subjunctive. 



substantive, 
verbal comp. 

imperative.^ 
predicate. 



modifying.'' 
conjunctive.^ 
modifying.^ 
modifying. 



adverb, 
adverb, 
adverb, 
adverb, 

conjunction, subordinate. 
:= fundamental, substantive, objective, adverbial. 
= accessory, adjective, adnominal. 
= fundamental, substantive, nominative, essential. ^^ 
= fundamental, substantive, objective, adverbial. 
= connective, conjunction, subordinate. 

= fundamental, verb, infinite, jjarticijjial, adjectival.^^ 

= accessory, adjective, appositive.^* 
= accessory, adverb, modifying.!^ 

= fundamental, substantive, objective, direct. '^ 
= accessory, adjective, appositive. 
= fundamental, substantive,^^ objective, prepositional. 
= fundamental, substantive, nominative, essential. ^^ 
= fundamental, substantive, nominative, accessory, appositive.^^ 
1 Joins respected and its modifier, "you are honest." 2 joins the adverb wore and its 
object wie. ^ joins modifier and word modified; see Dem. XX., d. * Modifies cZe«er. ^ joins 
us and its modifier, you are. ^The imperative is frequently thus used in suppositions. 
T Than joins tlie adverb more and its objective modifier, ivhich. ^ Joins Jiidsh and / 
began and modifies began; so modifies finish. ' Than joins the adverb rather and its ad- 
verbial object, him. ^'^ iMore is joined to its object men by than, a subordinate conjunction. 
iiSiibject of were. 12 As joins /to its modifier, 7;i)!2/i«g'. ^^To I. i'' Modifies be; see Dem- 
XXIX., c, note. '''Modifies wondered. 'SObject of import, to be supplied: " What [would it 
import] if," etc. " See Dem. XXIX., c, note, 's Sue Dem. XVIII., Obs. d. ^^ Harper is nuh- 
ject of begged, and he is a resumptive appositive to harper; see Dem. XXVI., a, 3, e. 



SYSTEM GRAMMAR— GRADE A. 



621 



53 


. That 




That 




That 




That 




That 


53 


. French 




Frivolous 


55 


. As 




Man 


56. 


.As - 




Conjunction : 


57. 


As 




Dangerous 


58. 


As 



essential, 
direct. 



accessory, appositive. 



predicate. 



Prog. XXX (Continued).— Brancking of Words. 

: connective, conjunction, subordinate. 

: accessory, adjective, adnominal. 

: fundamental, substantive, nominative, 

: fundamental, substantive, objective, 
= accessory, adjective, adnominal. 
:=: accessory, adjective, adnominal. 

: accessory, adjective, appositive. 

: connective, conjunction, subordinate.^ 
= fundamental, substantive, nominative, 
= connective, conjunction, subordinate.^ 

: fundamental, substantive, nominative, 
:^ connective, conjunction, subordinate. 

: accessory, adjective, appositive. 

= connective, conjunction, subordinate.^ 

Teach6r['s] = fundamental, substantive, possessive, appositive. 

59. As = fundamental, substantive, nominative, essential.* 
Follows = fundamental, verb, finite, variable, 

60. As = connective, conjunction, subordinate.''' 
Fact = fundamental, substantive, objective, appositive. 

62. Greater 8 = accessory, adjective, adnominal. 
Than® = connective, conjunction, subordinate. 
Solomon ® = fundamental, substantive, objective, 

66. Walking = fundamental, verb, infinite, 

67. As = fundamental, substantive, nominative, 
As = connective, conjunction, subordinate 

68. Running = fundamental, verb, infinite, 

71. Day = fundamental, substantive, objective. 
Long = accessory, adverb, modifying. 

72. Dying = fundamental, verb, infinite, 
conjunction, subordinate, 
verb, infinite, 
conjunction, co-ordinate, 
conjunction, subordinate, 
conjunction, co-ordinate, 
conjunction, subordinate, 
conjunction, co-ordinate, 
conjunction, subordinate. 

1 Joining the appositive modifiers man and eagle to name, the word they modify. * Joins 
is used and conjunction, which is used governs in tlio nominative. ^ .4s is a subordinate con- 
junction, joining the appositive teacher[''s] to the itofisessiYe Arnold's. Teacher is used hy 
enallage for teacher's. *As=^ what, and is a relative pronoun : "The circumstances are ivhat 
follows." The reason it does not agree in number with the antecedent, circumstances, is that 
as follows is a predicate clause after are, and predicate substantives do not necessarily agree 
with subject substantives, except in case. ^ joins it and its appositive fact. ^ Than joins 
ffrea'er to its modifier, Solomon [is]. Greater limits man, to be supplied. 





Than 


= connective. 




Scolding 


= fundamenta 


81 


.But 


r= connective. 




If 


= connective, 




And 


= connective, 




That 


= connective. 




Or 


= connective, 




Than 


= connective. 



indicative. 



adverbial. 

participial, adjectival. 

essential. 

Ijarticipial, adverbial, 
adverbial. 

participial, <6ubstantive, 

[subject. 

participial, substantive, 

[objective. 



622 THE SYSTEM METHOD. 

Prog. XXXI.— Analysis, or Sentence Dissection. 

Note 1. — Real analysis in grammar is what real mental analysis is elsewhere, namely, 
finding the attributes of the object mentally analyzed ; and since grammar has to do, not with 
the attributes of the sentence, but ever with the attributes of the word, true grammatical 
analysis consists in finding the attributes of the words. But since finding the attributes of a 
word is finding the classes to which that word belongs, grammatical analysis is a classifying 
process. And, finally, since the classifying process, when guided by science system, is ever a 
branching process, guided by the branch system, true grammatical analysis is but the same 
up-the-tree process illustrated by Prog. XXX., pages 618-621. 

That true analysis is an act branching the word parts of the sentence through their 
classes, will be evident when it is considered that the ultimate object of analysis exercises is 
to train the student to know instanter what correct language is ; and it has been shown (Dem. 
XXII., p. 485, and elsewhere) that skill in knowing what correct language is, in reality is skill 
in branching the word parts of the sentence through their classes. (See p. 539.) 

Note%. W^lien Shall tbis Sentence-Dissection Analysis be Taugbtl— 
For the answer, see page 540, b. 

Note 3. Complete Program for W^rltten and Oral Analysis.— See pages 
544 and 545. Let the teacher study carefully how the learner is to use this program, as shown 
in the student's work, pages 545-555 inclusive. 

Note L Tlie System of Diagramming Explained.— For the explanation, see 
pegs 544; but be carefiil earnestly to study the application of this system of diagramming, as 
given in pages 545-555 inclusive. 

Note 5. Sentences to be Assigned. — An exhaustive supply of sentences for the 
nse of your class, in this work of analysis, or dissection, may be obtained from the thirty 
demonstrations of "The System Method," No. 6, pages 403-555 inclusive ("see note, p. 545). 

NoteQ. Metbod of Worfe. — On each previous day, the teacher assigns a number of 
sentences (two to ten or more, according to the advancement of the student, and according to 
the time allotted him in which to prepare his work) to be diagrammed and analyzed by the 
learner during his private study hours, according to the program and examples to be found 
on pages 544-555 inclusive. At recitation hour, on the succeeding day, the pupils, having first 
been directed to put their diagrams upon the blackboard, where they may be reviewed and 
criticised by teacher and class, are expected to give their analj'ses (written or oral) each as 
called upon by the teacher. These analyses will be prepared according to the complete pro- 
gram, pages 544 and 545, and wiU be in all respects similar to the examples given on pages 
545-555. At first they should be written during student's private study hours, and then read 
at this recitation hour; but after the learner has acquired the power to talk readily and coher- 
ently under the guidance of the program, page 544, he may deliver his analyses orally. 







The Science of Arithmetic Developed. 



It has been shown that all learning is branching, — branching 
the objects with which the science has to do into the " unity" of 
the branch system. It has already been shown how the discovery 
of the tree (1.) provides the long-sought-for guide to the doing 
process of learning, and therein (2.) unlocks what the student's 
true process of woi-k is, herein securing to the schools manifold 
advantages in what the author has called the system, or branching, 
method, — so-called because it consists in learning, i. e., getting 
power over, the multitude of particulars in any branch, by thinking 
them through that system of oi-gans called branches. I am now to 
show (but imperfectly, I fear, for the want of space) how this tree 
(3.) directs the reason in developing the science system. 

Of Every Branch of Learning, There is a " One, 

or a Whole." — To any mature mind having lived heartily, hav- 
ing had a deep experience in the work of thinking, I need only 
mention this self-evident truth to establish it. But that no doubt 
as to its solidity may remain un dispelled, I will quote: — 

Sir Wm. Uamilto7i : " The second tendency of our nature of 
which philosophy is the result, is the desire of Unity. This tend- 
ency is one of the most prominent characteristics of the human 
mind." " Generalization is only the apprehension of the one in the 
many." " ]N"or is it only in science that the mind desiderates the 
one. We seek it equally in works of art. A work of art is only 
deserving of the name, inasmuch as an idea of the work preceded 
its execution, and inasmuch as it is itself a realization of the ideal 
model in sensible forms." " This love of unity not on\j affords the 
eflS.cient cause of philosophy, but it is the guiding principle to its 
discoveries." 

Anaxagoras : " The mind only knows when it subdues its ob- 
jects, when it reduces the many to the one." 

Plato : " The end of philosophy is the intuition of unity." 

" The Platonists : ' All knowledge is the gathering up into one, 
and the indivisible apprehension of this unity by the knowing- 
mind.' " — Hamilton^ s Metaphysics. 

[623] 



624 THE SYSTEM METHOD. 

" Leibnitz, Kant, Plotinus, Aristotle : Leibnitz and Kant have 
defined knowledge by the representation of multitude in unity. 
Plotinus, among many others, observes that our knowledge is per- 
fect as it is one. The love of unity is by Aristotle applied to solve 
a multitude of psychological phenomena." — Id. 

Herbert Sj^encer: " Knowledge of the lowest kind is ununified 
knowledge; science is partially unified knowledge; philosophy is 
completely unified knowledge." (But in the highest sense, science, 
as scientific system, embraces both science j)roper, or " partially 
unified knowledge," and jDhilosojDhy, or " completely unified knowl- 
edge." — B. S. Gregory.') 

Bisho}} Butler: " A system [science system] is a one or a w^hole, 
made up of several parts." 

Ueberweg: " Science is a whole of knowledge in the form of the 
system." " Scientific knowledge finds its perfection in the combi- 
nation of thoughts one with the other into a whole, which, in its 
content and form, represents the objective reality." "Science as 
such has its existence only in the system form." 

The direction gotten from these testimonies is that mastering 
any science is becoming thoroughly acquainted with some sort of a 
"one or a whole" in some way subsisting among the many things 
of which that science teaches. But it is to the shame of these tes- 
timonies that not one of them tells us what that " one or whole " is 
which w^e are to find in the many. Bishop Butler declares that a 
science is a " one or a whole," but succeeds not in informing us 
what that whole is. But wherever there is a " one " and a " whole," 
there is a one and a whole thing of some kind. Ueberweg avers 
that " science is a Avhole," and that the "form " of that whole is a 
" system," but fails to divulge what kind of a system. Of systems 
there are many, — digestive, cii'culatory, muscular, and nervous sys- 
tems; animal and plant or tree systems; solar system, metric sys- 
tem, political system, river system, etc. The question is, What 
system is this science system ? Spencer says that "philosophy," or 
perfect science, is "com j)letely unified knowledge." Unified com- 
pletely into what unit? Made into what complete unit? Not 
whether a science is a "unified" whole, but into what whole is a 
science unified, is the question. Plotinus goes as far as Spencer, 
declaring that a science is "perfect as it is one," but Plotinus, too, 
is ignorant of what that one is. So Leibnitz, Kant, Aristotle, Plato, 
and Anaxagoras; and so also Hamilton, who, though he sees not 



DEVELOPMENT OF ARITHMETIC. 625 

that the tree system is the " one " and the "whole " of every branch 
of learning (and therefore the only possible guide in learning such 
branch), yet discerns that whatever such "whole" may be, it must 
be a guiding principle in developing such branch. 

This One-and- Whole System is the Tree System.— 

This hardest of all educational questions, namely, What is that 
system through which, in order to learn orthography, for instance, 
learner must carry, or branch, the a, b, c, etc.? is solved in the dis- 
covery of the orthostatic tree. It was demonstrated that learning 
is branching. It followed as a sequence that the long-sought-for 
guide in leai-ning must be whatever guides in branching. But 
that the branch system is the only possible guide in branching is as 
axiomatic as that the bridge system must be the guide in bridging, 
or that the building must be the guide in building, or that writing 
copy must be the guide in writing copies. It was thus made plain 
that the only possible guide in learning, i. e., branching, is the 
branch sj'stem, i. e., the tree system. The process is branching; 
therefore the guide, or whole, in such process must be a I ranch. 

But it was further demonstrated that the result of true know- 
ing, or learning, was an organismed, or branched, system through 
which the particulars dealt with might be passed. This, too, made 
it evident that the real guide in learning must be the branch sys- 
tem. For if the branch were not the guide of the doing process of 
learning, then such doing process could not result in a branch. Is 
it not evident that, since a writing copy is the result of the doing 
process in writing, therefore a written copy must have been the 
guide? What can be plainer than the plain ftict that if a bridge 
system is the result of the doing process of bridging, such bridge 
system must have been the guide in such doing process ? What, 
therefore, can be more safe than our conclusion that, since the re- 
sult of learning either of the branches orthography, etymology, 
ideography, grammar, or arithmetic is a branch of such branch, — 
that, therefore, the branch, or tree, system is the true guide in 
learning, or branching, such branch? And to the truth that the 
result of learning these branches is a branch, the trees of orthogra- 
phy, etymology, grammar, ideogi-aphy, and arithmetic, shown on 
pages 202, 274, 494, 223, and 642, stand as incontrovertible evidence. 
The result of the process is a branch made; therefore the process 
itself must be branching, and the guide a branch. 
40 



626 



THE SYSTEM METHOD. 



But transcending these plainest proofs, a demonstration was 
constructed showing that the tree is the orAj natural form of nat- 
ure's progeny that can represent the ensemble of truths, i. e., the 
whole of the connected parts, of any of these branches of learning; 




Copyright, 1886, by I. E. WILSON. 

and this truth was re- demonstrated in several different ways. 
Therefore Uebcrweg's " whole of knowledge in the form of the sys- 
tem" is a whole tree of knowledge in the form of the tree system. 

♦ Discontinuous number = 3-step solution. 



DEVELOPMENT OF ARITHMETIC. 627 

And Spencer's " completely unified knowledge " is knowledge 
unified into the tree unit — branched into the unity of the tree sys- 
tem. And it is not less easy to explain Hamilton's "one in the 
many " and Anaxagoras's reducing " many to the one." 

What is the Unit of a Science ?— To answer this ques- 
tion we have only to ascertain what is the trunk of the tree of that 
science. B}'' reference to the stump tree below, taken in connec- 
tion with the trees of orthography, etymology, grammar, ideogra- 
phy, and arithmetic, given on pages 202, 274, 494, 223, and 642, it 
will be seen that — 

1. The science unit of orthography is letter, a part of which etymon is the 
including whole, 

2. The science unit of etymology is etymon, a part of which word is the includ- 
ing whole. 

3. The science unit of grammar is word, a part of which sentence is the includ- 
ing whole. 

4. The science unit of botany is plant-organ, a part of which plant is the 
including whole. 

5. The' science unit of zoology is animal-organ, a part of which animal is the 
including whole. 

6. The science unit of chemistry is atom, a part of which molecule is the 
including whole. 

7. The science unit of physics is molecule, a part of which mass is the including 
whole. 

And so the law of analogy, and the love of unity, would urge us 
to believe that in arithmetic, likewise, there must be some including 
whole, the part of which constitutes the science unit of this branch; 
that is to say, since in all the other science systems there is an in- 
cluding whole, the part of which forms the system unit of that sci- 
ence, therefore we are to suppose that in the arithmetical system, 
likewise, there is an including whole, the part of which will form 
the system unit. That of the arithmetical branch there must be 
some whole was believed by such men as Hamilton, Anaxagoras, 
Plato, Leibnitz, Kant, Ueberweg, Butler, and Spencer, as before 
quoted. That snch whole can be nothing difi^erent from a tree 
whole has been deduced from the demonstration that learning is 
branching. What, then, may be the tree trunk of arithmetic ? 

Note. 1. As the discussion proceeds, let it be remembered that this law — the 
law that the tree trunk of every science system is a part to be studied in the Light of 
some including whole (as the parts letter, etymon, word, in the Ught of the wholes 
etymon, word, sentence) — was developed by means of the tree; for it was by a con- 



628 THE SYSTEM METHOD. 

tinued process of deductive reasoning from this law that the author constructed 
what is believed to be the true system of arithmetic, on the tree-trunk 3-step solu- 
tion (see p. 642). 

Note 2. — As the fairest possible test of the efficacy of the tree as a delicate 
instrument by which to adjust the different branches of any complex science in such 
way as to cause the whole plainly to indicate what of either matter or method really 
belongs to such science, the author M-ill give the actual trial trees drawn by him in 
an effort to ascertain what the true, or perfectly organizing, method in arithmetic is. 
The reader, if either a teacher or student of arithmetic, will, no doubt, be pleased to 
learn that the effort was entirely successful, therein rendering the discouraging and 
dogmatic labor of mastering a multiplicity of methods for the different subjects of 
arithmetic unnecessary. It is the purpose here to show how all the multitude of 
problems in arithmetic can be solved by a single method of solution, and thus to 
demonstrate what is meant by the organizing, or system, method, i. e., the method of 
mastering many while studying one. 

What Would be the Tree Trunk ?— Having discov- 
ered the tree as the representative of the ensemble^ or whole, of 
orthography, grammar, etymology, botany, and zoology, and as 
such, there to be an effective corrector of mistakes, either of 
matter or method, the author undertook to construct an arithmet- 
ical tree system — upon what unit? What would be the trunk of 
the tree was the difficult question. JSTo author had hinted even, 
no definition of arithmetic published divulged in any way, what 
the science-system trunk of arithmetic is. Would it be the unit? 
If not, would it be number? If neither, what would it be? 
Upon what might an arithmetical tree be constructed ? 

As suggested in the note above, by branching them into tree 
systems, it had already been discovered that orthography, gram- 
mar, etymology, botany, zoology, are each a system the tree trunk 
of which is a part of some including whole. JS^ow, concerning the 
tree trunks of these sciences, these two things were observed : 1. 
The tree trunk of each is part of some including whole ; 2. The 
tree tmnik of each i-epresents that which is to be solved or explained. 
Thus, in orthography, the thing (1.) to be solved or explained is 
the letter, which thing (2.) is also the tree trunk of orthography. 
So, in etymolog}^, the thing (1.) to be solved or explained is the 
etymon, which thing (2.) is also the tree trunk of etymology. So, 
also, in grammar, the thing (1.) to be solved or explained is the 
word, which thing (2.) is also the tree trunk of grammar. Thus it 
was that this law of unity demanded that, of ai'ithmetic, the tree- 
ti-unk unit should be (1.) that which is to be solved and ex- 




, , ,9 mo. to l,fmfcjj!l££!!^ 



int. at ViOo/afnr 12 mo. '10 given rate for req'd time. 



Case IV 




DEVELOPMENT OF ARITHMETIC. 629 

plained, (2.) that which is part of some including whole. Evidently, 
therefore, neither the unit nor the number could be the tree-trunk 
unit ; for in arithmetic neither unit nor number is the thing solved 
and explained ; nor is either part of any including whole. 

What might be the tree-trunk unit was now the difficult ques- 
tion. But whatever it might be, it must be that of which these 
two are truths. It could not be the problem ; for while the prob- 
lem may be properly said to be the thing to be solved and explained, 
3^et it was seen to be no part of any including whole. When at last 
it was seen, what could be plainer than the evident fact that the 
arithmetical tree trunk is the 3-step solution ? for that is both a 
part of which there is an including whole, the solution whole, and 
it is also a thing that may properly be said to be a thing to be 
solved and explained. By " 3-step solution " is meant that which 
follows below as the system solution to the following problems :-— 

1. If 5 apples cost 10 cents, 2. If | of a bushel of apples cost 50 

what will 6 apples cost? cents, what costs a whole bushel? 



System Solution. 


System Solution. 


a. 5 apples = To cents. 


a. r^-rn- bu. = 50 cents. 

eighths 


b. 1 " = i of 10 = 2. 


b. sk " = 1 of 50 = 10. 


c. 6 " =6 times 2 = 12 cts. 


c. -r^ " = 8 times 10 = 80 cts. 



Perceiving that if any solution unchanged would solve the 
problems of percentage, including interest and the discounts, it 
must needs solve all other arithmetical problems, limb b-d of the 
following tree was loosely constructed on a 3-stej) solution, and in 
accordance with it were made out the solutions following the 
problems given below, these solutions being supposed to be an 
improvement on the solutions commonly employed in the text- 
books on arithmetic. 

No-Time Division of Percentage. 

Case I Problems. — 1- 8% of $500 is how many dollars? 
2. 25% of 480 miles is how many miles? 

Solution to Ist. Same Solution to 2d. 

d.* a. 100% = $500 d. a. 100% = 480 miles. 

b. 1 =yio-of500 = 5 b. 1 = y^o of 480 = 4.8 

19* c. 8=8 times 5 = $40. 19. c. 25 = 25 times 4.8 = 120 mi. 

♦^emarA;.— These are a reference to limbs of the tree. They will be explained farther on. 



630 THE SYSTEM METHOD. 

Case II Problems.— 3. $40 is 8% of how many dollars? 
4. 120 miles is 25% of how many miles? 



Solution to 3d. 


Same Solution to 4th. 


a. 8% = $40 


d. a. 25% = 120 miles. 


b. 1 = i of 40 = 5 


b. 1 = Jg. of 120 = 4.8 


c. 100 = 100 X 5 = $500. 


20. c. 100 = 100 X 4.8 = 480 mi. 



20. 

Remark.— 'Re&& "100x5" thus: "One hundred times five," not, "One hundred multi- 
plied by five." Observe that these solutions to the 3d and 4;h are precisely the same as the 
solutions of the 1st and 2d, except that the 3d and 4th are the 1st and 2d turned upside down. 



Case III Problems. — 5. $40 is how many % of 
6. 120 miles is how many % of 480 mi.? 

Solution to 5th. Same Solution to 6th. 

d. a. $500 = 100% d. a. 480 miles = 100% 

b- 1 = 5^7 X 100 = i b. 1 " = ^L X 100 = ^1^ 

21. c. 40 = 40 X I = 8%. 21. c. 120 " = 120 X -^,-^=^2hfo. 

Similarity of These Solutions. — Solution 3d is solution 1st turned upside down, 
and solution 5tb is solution 1st turned end for end. Hence tbe learner really mas- 
ters both the 3d and the 5th in mastering the 1st. That is what is meant by learn- 
ing through the similarity means — learning many by learning one. That is the 
secret and real purpose in true education, to acquire power over the many while study- 
ing the few — by means of organizing. Now, it is the science of these three solutions 
that they are so similar that learning one really learns them all. And whatever is the 
science (or system) method, that is, the organizing method by which many problems 
are solved in one way, is also the business method; for it is the universal testimony 
of business men that the tendency in business is not to use the many methods of the 
books, but to solve every problem in "about the same way." No business man of 
considerable power uses the rules and formulas of the books. 

To be looted Well: (a.) That the answer is always found in the right-hand 
half, or member, of the last equation; consequently, (b.) That whatever number in 
the problem is of the denomination required in the answer, must be placed at the 
right as the right-hand half, or member, of the first equation. In solving — 

1. If 5 apples cost 10 cents, how many cents will 6 apples cost? 

2. 8% of $500 is how many dollars? 

3. $40 is how many per cent of $500? 

these problems, for example, we must place on the right as the second, or right-hand, 
half of the first equation, whatever ntunber is of the denomination required in the an- 
swer. Thus in the 1st cents is required, in the 2d dollars, and in the third ^jcr cent. 
Therefore, in solving these problems cents must be put down as the right-hand mem- 
ber of the first equation of the solution of the 1st problem, dollars and per cent as the 
right-hand members ol the first equations of the solutions to the 2d and 3d problems, 
as is thus shown : — 



DEVELOPMENT OF ARITHMETIC. 



G31 



Solution to 1st. 

a. 5 apples =10 cts. 

b. 1 " = 

c. 6 " = Ans. 



Solution to 2d. 

a. 100% = $500 

b. 1 = 

c. 8 = Ans. 



Solution to 3d. 

a. $500 = 100 per cent. 

b. 1 = 

c. 40 = Ans. 



Besides thus observing, (a.) that the answer is found in the second member, or 
half, of the last equation; and, therefore, (b.) that that one of the numbers which is 
of the denomination of the answer, must be put down as the second half of the first 
equation, note well, (c.) that we reason up and down through one. That is, in the so- 
lution to the 1st, we reason from 5 apples down to 1 apple, thence to 6 apples ; in the 
2d, we reason from 100% down to 1%, and then from the 1% to 8% ; in the 3d, we 
reason fi-om 500 dollars down to 1 doUar, thence to 40 dollars. Next observe — 

How the Six Solutions Above are Referred to in the Tree. — The expression 
"100% to rate" on limb d-19 of the tree means that this up-and-down reasoning in 
solutions to Case I problems starts in the fii'st equation with 100%, and stops in the 
third equation with the rate (in the 1st of the six solutions above, it stops with 8%, 
the rate). And similarly, the expression " rate to 100% " on limb d-20, means that 
in Case II solutions, we begin (in 1st equa.) with the rate, and quit (in Sdequa.) with 
100%, this process being the reverse of the Case I process. And similarly still, 
" whole to number compared. " means that in Case III solutions, we begin with the 
number which represents the whole ^^g, or 100%, and stop with whatever number 
is to be compared with this whole, or 100%. Thus in the 5th of the six solutions 
above, we start at the top with $500 as 100% (i e., as the whole of x{}§), with which 
$40 is the number to be compared, and with which $40 we stop at the 3d, or bottom, 
equation. See illustration below. 

Similarly, the expressions, "base to percentage," " percentage to base," "100% 
to rate per cent," etc., on limbs 19-23, 20-29, 21-36, etc., tell what we start with at 
the right hand in the 1st, or top, equation, and what we stop with at the right hand 
in the 3d, or bottom, equation. For illustration of these references, arrange any of 
the six solutions above thus: — 



Solution to 1st. 



Solution to 3d. 



100% 
1 



-=^ 



100% 



= $500 



It began bow to appear that nothing but the 3-step solution 
could be branched into a tree form of perfectly harmonious, or sym- 
metrical, parts. All tree branches not constructed upon the 3-step 
solution exhibited both meaninglessness and incongruency as a 
method guide and system representative. But limb b-d, page 628, 



(532 THE SYSTEM METHOD. 

was seen to be, in each of its three branches, and in all its parts, as 
perfectly system-like as if it were some natural animal or plant 
whole. And it was a significant hint, this success in constructing 
the system-like limb b-d on the trunk 3-step solution. Mark that 
had we labored to construct the sub vocal limb of orthography on 
letter, articulate sound, syllable, and etymon, and with sound, syl- 
lable, and etymon we had failed, but with letter we had suc- 
ceeded, such success with this one (subvocal) branch alone would 
signif}^ that letter was the probable tree trunk, or system unit, of 
the orthographic whole. And, similarly, if we had failed to con- 
struct any branch, or division, of grammar on syllable, etymon, sec- 
tion, and sentence, but had succeeded in constructing, say, the verb 
or the noun branch on word, we should have had good ground to con- 
jecture that the word constitutes the tree trunk of the grammatical 
system. So it was that this circumstance pointed to the probability 
that the 3-step solution, a part to which the complete solution 
would form the including whole, constitutes the tree trunk, or sys- 
tem unit, of arithmetic. 

But a second evidence that such 3-step part of the including so- 
lution whole forms the trunk of this branch, was that when con- 
structed on that trunk, the so-called Jive cases of percentage were 
reduced to three, a triumph by which the fewer solution forms were 
made to solve all percentage problems. These three solution forms 
are, — 



Case 1. 


Case II. 


Case III. 


»0% = $500 


8% = $ 40 


$500 = 100 


1=5 


1=5 


1== i 


8 = 40 


100 = $500 


40 = 8 



Now observe that if Case I solution be called a cat on its feet, 
head north. Case II will be same cat only on its back, while Case 
111 will be still same head to south. Thus do these three solution 
forms together constitute a quadruped whole, as it would appear in 
the three different positions: (1.) On feet, head to north; (2.) On 
back, head north; (3.) On back, head south. 

Three truths had now been evolved: 1. The whole of percentage 
is systematically constructible on the 3-step solution; 2. The 3-step 
solution forms part of an including whole; 3. Percentage so con- 
structed on the 3-step solution reduces the five cases of the text- 
books to three, which go together each as a part of a three-fold 
organic whole — as if one were head, one body, and the other limbs, 



Development of arithmetic. ^33 

of a man whole. The import of these three evolved facts was littb 
less than a demonstration that the system trunk of arithmetic i.^ 
the 3-step solution; for had it been (1.) proven that a large branch 
of orthography might be systematically constructed on letter, but 
on nothing else, (2.) discovered therein that the number of classes 
of letters could be reduced one-half, and still leave a system more 
comj)etent to explain any letter than any system including a greater 
number of classes, or branches, it would constitute the best possible 
evidence that the letter is the tree trunk of orthography. So here: 
since it was (a.) so proven that a large branch (percentage), of 
arithmetic could be constructed on a 3-step solution, but on nothing 
else, and (b.) so discovered (in constructing this 3- step-solution 
branch) that the number of classes (cases) of solutions could be 
reduced from five to three, and still have a branch, or system, by 
which any and all solution parts could be even more systematically 
explained, it constituted the best possible evidence that 3-step solu- 
tion is the system unit of the arithmetical whole. 

Thus, in this partially developed form, the writer left the arith- 
metical tree for a time, — left it in the form of this b-d limb (p. 628), 
contemplating the following facts: (1.) That it was b}^ branch- 
ing orthography, etymology, grammar, botany, and zoology, each 
into a tree, that it was discovered that the system unit of any 
science is always part of some including whole; (2.) That it was 
through the law thus uncovered that this attempt to construct 
arithmetic on the 3-step solution was made; (3.) That if arithme- 
tic prove to be the system of the 3-step-solution part, the organiza- 
tion of such solution part must constitute the guiding principle in 
solving arithmetical questions; precisely as organization among 
the parts, or organs, of animals and plants constitutes the principle 
by which zoological and botanical problems are to be solved; or 
just as organization, or articulation, of the parts of etymons, words, 
and sentences constitutes the guiding principle in the study of 
orthography, etymology, and grammar respectively. Henceforth 
the author had no new conjectures to conceive or develop, but was 
left free from purposelessness to demonstrate, if possible, that the 
solution used above will solve all problems to be solved by the 
arithmetical system. Hence he went to Interest and the Discounts, 
that is, to — 



634 



THE SYSTEM METHOD. 



The Time Division of Percentage. 

On this presumption that all the problems of the arithmetical 
system might be solved b}^ the simple form called above " the sys- 
tem solution," it was noticed that all current methods of solving 
interest and discount problems are disorganizing; since no text- 
book of arithmetic published in the United States even hints at this 
method of solving all arithmetical problems substantially in the 
same way. Of the current text-book methods of computing simple 
interest, the following solution quoted from Wentworth and Hill's 
Practical Arithmetic, p. 233, and sanctioned by Eay, pp. 246-7, and 
others, is a fair illustration : — 

Problem: Find the interest of $1020 for 5 yr. 11 m. 18 d. at 41%. 
Solution : 1. The int. at 6% for 1 yr. is .06 of the principal. 

2. The int. for 1 m. is ^ of .06 = .005 of the principal. 

3. The int. for 1 d. is J^ of .005 = i of .001 of the principal. 

4. Hence the interest for 

5. 5 yrs. = 5 X .06 = .30 

6. 11 m. =11 X .005 = .055 

7. 18 d. =18X1 of .001= .003 

8. 5 yr. 11 m. 18 d. = .358 of the principal. 

9. .358 of $1020 = $365.16. 

10. 41% = 4_p = I of int. at 6% = int. at 6%-i of itself. 

11. 1 of $365.16 = $91.29. 

12. $365.16 - $91.29 = $273.87.— ^?^s. 

The great objection to this solution is its utter lawlessness. It 
is totally different from its author's own methods of solving either 
proportion, fraction, or gain-and-loss problems. It is disarganizing 
in so far as it undoes what true science, or sj^stem, strives to do, 
namely, to acquire mastery over the many by studying the one 
alone. Even if the student has previously mastered proportion, or 
gain and loss, he derives little help therefrom for the management 
of this solution; whei-eas, the student having mastered gain and 
loss by the system, or organizing, method, has therein mastered 
interest likewise. To the problem above, the following would be 
the system-method solution in two forms: 1. Learner's open form 
to show each step in the reasoning process and the perfect similar- 
ity of interest problems to all other arithmetical problems; and 2. 
Business man's "lightning" method: — 



DEVELOPMENT OF ARITHMETIC. (535 

Learner's Similarity Form. Merchant's "Lightning" Method. 

d. 4.5 per cent x- 7 1.6 ^ 26.85% * 26.85 X $10.20 = mrS.S? 

a. 100% = $1020 

b. 1 = 10.20 

c. 26.85 =*26.85 X 10.20 = $273.87.— ^?^5. 

*i?emarA;.— Read 26.85 ^Jmes 10.20 = $273.87. The sign X is always to be 
read "times." 

With a purpose, then, of transforming this disorganizing Went- 
worth-and-Hill solution into the organizing, or system, form, the 
author's next step was to develop as the nearest approximation to 
this perfect similarity form above, that form of solution by which 
the following interest and bank-discount problems are solved: — 

Case I ProWems.— 1. The interest on $300 for 1 yr. 10 ra. at 6% 

= what ? 

2. A note of $200 is discounted 48 days before legally due, at 
9%. What is the bank discount and pi^oceeds? 
Sol. 1st: a. Int. at 100% for 12 m. = $300, principal, 

b. " " 1 " 12 = 3 

c. " " 1 " 1 = _L.of3 = .25 

d. " " 6 "1 = 6 X .25 = 1.50 

e. " " 6 " 22 - 22 X 1.50 = Wi.—Ans. 
Sol. 2d: a. Disc, at 100% for 12 m. = $200, face. 

b. " " 1 " 12 = 2 

c. <' " 1 " 1 = ^L- of 2 = I- 

d. " " 9 "1 = 9 X i = f 

e. " " 9 " 1.6 = 1.6 X f = %2.4.Q.—Ans. 
Case II Problems.— 3. The interest for 1 yr. 10 m. at 6% is $33. 

What is the principal? 
4. The bank discount for 48 d. at 9% = $2.40. What is the 
face discounted ? 
Sol. 3d: a. Int. at 6% for 22 m. = $33, interest. 

b. " " 6 "1 = ^ X 33 = 1.5 

c. " " 1 "1 = i X 1.5 = .25 
.d. " " 1 "12 = 12 X .25 = 3 

e. « " 100 " 12 = %mO.—Ans. 

Sol. Jfth: a. Disc, at 9% for 1.6 m. = $2.40, bank disc. 

b. " " 9 "1 = ^1^ •< 2.40 = 1.5 

c. " " 1 "1 = i X 1.5 = -f 

d. " " 1 "12 = 12 X -f = 2 . 

e. " " 100 " 12 = $200.— Jw5. 



^36 THE SYSTEM METHOD. 

Observation.— Ohseive that these solutions (the 3(1 and 4th) are identical with solutions 
1st and 2d turned upside down. These two cases are thus seen to have the organizing virtue 
of the true system method; that is to say, both are learned by the study of either— two 
learned in the study of one alone. By this method, not only is Case II mastered while learn- 
ino- Case I, but, practically, Cases III and IV are also mastered. Examine solution 5th below 
—how it is but solution 1st above simply turned end for end. And see how solution 7th of 
Case IV is solution 5th with its right-hand half only reversed. 

Case III Problems.— 5. The interest on $300 for 1 yr. 10 m. = 

$33. What is the rate ? 
6. The discount on $200 for 48 days = $2.40. What is the 
rate of discount ? 
Sol 5th: a. $300 = int. for 12 m. at 100% 



b. 


1 = 


u 


" 12 


- ^0 X 100 = 1 




c. 


1 = 


u 


'' 1 


" 12 X -L = 4 




d. 


33 = 


u 


" 1 


" 33 X 4 = 132 




e. 


33 = 


n 


" 22 


" ^ X 132 - 6%.- 


—Ans. 



Or we might have a problem in which the interest exceeds the 
the iH'incipal; as, The interest on $300 for 9 yr. 3 m. = $333. 
What is the rate ? The solution would, of course, be the same: — 
= int. for 12 m. at 100% 



-Ans. 



b. 


1 = " 


(C 


12 


a 


-3I0 X 100 = i 


c. 


1 = " 


a 


1 


a 


12 X 1 = 4 


d. 


333 = " 


{( 


1 


a 


333 X 4= 1332 


e. 


333 = " 


a 


111 


,t 


^ X 1332 = 12%.. 


a. 


$200 = disc. 


for 12 m. 


at 100% 


b. 


1 = " 




" 12 




" 2U X 100 = i 


C. 


1 = " 




" 1 




" 12 X i = 6 


d. 


2.4 == " 




" 1 




" 2.4 X 6 = 14.4 


e. 


2.4 = •' 




" 1.6 




" J^X14.4 = 9%. 



-Ans. 

Case IV Problems.— 7. The interest on $300 at 6% is $3 
What is the time? 
8. The discount on $200 at 9% is $2.40. What is the time ? 
Sol. 7th: a. $300 = int. at 100% for 12 m. 

b. 1 = " " 100 " ^ X 12 = .04 

c. 1 = « " 1 '< 100 X .04 = 4 

d. 33 = " " 1 " 33 X 4 = 132 

e. 33 = " " 6 " i X 132 = 22 m.—Aois. 
Sol. 8th: a. $200 =. disc, at 100% for 12 m. 

b. 1 = " " 100 - ^ X 12 = ^ 

c. 1 = " " 1 '< 100 X ^ = 6 

d. 2.4 = " " 1 « 2.4 X 6 = 14.4 

e. 2.4 = " " 9 " 1 X 14.4 = 1.6 m.—Ans. 



DEVELOPMENT OF AELTHMETIQ. 637 

With this method, the writer was pleased. It should therefore 
be demonstrated to be the perfect interest method by a represen- 
tation in the arithmetical whole, the tree. JSTor could he have dis- 
covered any disorganizing element about it, except by such effort 
to organize it into the tree — to make it harmonize as itself a part 
articulating with other parts to form a complete system whole of 
arithmetic. How limb b-c of the cut, p. 628, led to such discov- 
ery of its unsystem-like character, we shall presently see. But, 
besides being organizable both among themselves and with com- 
pound proportion, these four fqur-case solutions possessed some 
other advantages over the common method above expounded, in 
solving such problems as follow here: — 

1. What rate of interest do banks make when they discount ^ *^/g 3 
day notes at 2^ a month? — Rays Revised New Higher Arithmetic, 
p. 275. 

2. At what rate does a bank discount when ^''/gg day notes yield 
it 2% interest a month? — Id., p. 277. 

To the first of these two problems are given the two solutions, 
(1.) By the common "six per cent method," as given in Went- 
worth and Hill, p. 233, Eay's Ncav Higher (revised), pp. 245 and 
275; (2.) By the 3d-case form of this four-case solution: — 

X. Six per cent Method. 

1. Int. at 6% for 1 yr. is .06 of the principal. 

2. " for 1 m. is -JL of .06 = .005 of the principal. 

3. " " 1 d. is Jy of .005 = -L of .001 of the principal. 

4. " " 63 d. = 1 of .001 X 63 = .0105 of the principal. 

5. " at 24% (4 times 6%) = .0105 X 4 = .042 of the principal. 

6. .042 of $100 (assumed as face) = S4.20 discount. 

7. 1100 face — $4.20 discount = $95.80 proceeds. 

8. Int. on II, at 1%, for 63 d. = i of .0105 = .00175 of the prin- 
cipal. 

9. Therefore $95.80 x .00175 = $.16765 interest of the bank 
proceeds at 1% for the given time. 

10. Since $.16765 is the interest on proceeds at 1%, $4.20 will be 
the interest at as many per cent as $.16765 is "contained times" 
in $4.20: $4.20 ^ $.16765 = 25^^' ^^^ "rate."— ^m. 



g38 THE SYSTEM METHOD. 

y. 3d-Case Solution. 

a. 2% each m. for 2.1 m. = 4.2% int. collected. 

b. 100 — 4.2 = 95.8 proceeds loaned. 

c. 95.8 = int. for 12 m. at 100% 
d. 



1 = '' 


u 


12 




u 


9*. 8 XlOO 


1 = " 


a 


1 




a 


12 X .L|o_ 


4.2 = " 


u 


1 




u 


4 2 X V1.«| 


4.2 = " 


u 


2. 


1 


a 


J.T X 4.2 X 



1200 25 2 5 O/ —A no 

That form to which the tree will finally take us is given here 
following also, that the three solutions may be seen together: — 

z. System-Method Solution to 1st. System-Metfiod Solution to 2d. 

X. 2 X 3-1 = 4.2 int. collected. x. 2 X 2.1 = 4.2 disc, collected. 

a. 95.8 = 100% a. 104.2 = 100% 

b. 1 = 4.« X 100 b. 1 = ToV^ X 100 

c. 24 = 24 X ill = ^h\%fo •— ^'^«- ^- 34 = 24 X xViIa = ^Hiifo -—Ans. 

Of these three solution forms (x, y, and z), it will be found in 
the end, (1.) That form x is lawless, since it has in it no organized 
plan whatever, and will solve nothing except its own complemental 
five-case interest problems; (2.) That form y is less lawless, since it 
does have organization in it, and since it will solve also compound- 
proportion problems; (3.) That form z is the truly organizing, or 
system, method, demonstrated by its being congruently construct- 
ible into the tree system of arithmetic, as well as by its solving all 
arithmetical problems whatsoever. With all other arithmetical so- 
lutions, it compares as quadruped with quadruped kind, fish with fish 
kind, man with man kind: it contrasts Avith them as it compares. 

The Tree Test Again. — With this four-case type of solu- 
tion, as having something of an organizing merit, the author would 
have been satisfied, had it stood the crucial test of the tree; but 
that it did not do, as we shall now see. Constructed into the tree 
according to the form of its halves, the principle employed in con- 
structing limb b-d, it formed limb b-c. By an attempt thus to 
articulate limb b-c in the system whole, facts a, b, c, d, e, and f be- 
low were rendered so salient b}'' the tree as to be quickly seen: — 

a. That e-h and e-i could be superimposed on 19-22, 19-23, 
19-24, 19-25, and 19-26, being identical limbs, only under different 
names. 

b. That f-j and f-k could be superimposed on 20-29, 20-30, etc., 
as being likewise identical limbs under different names. 



DEVELOPMENT OF ARITHMETIC. 639 

c. That c-g could be superimposed upon d-21. 

d. That c-e could not be superimposed on d-19; because (1.) 
"100%for 12 m." would not articulate with " 100%," and because 
(2.) " given rate for given time " would not join with " rate." 

e. That c-f would not articulate with d-20; because (1.) " given 
rate for given time" did not correspond to "rate," (2.) nor did 
" 100% for 12 m." correspond to " 100%." 

f. That g-1, g-m, g-n, and g-o did not correspond to 21-36, 21- 
37, etc., for precisely the same reasons. What, then, would trans- 
form — 

1. "100% for 12m." into 100% absolute, i. e., without time, and — 

2. "6% for 1 yr. 10 m." into % absolute. 

Thus squarely before the writer did the tree present the diffi- 
culty. Thus does if ever do. Being the natural map of the artic- 
ulated whole of any thought system, what articulates not in such sys- 
tem belongs not thereto. Such is the invaluable service of the tree 
in the development of every branch of learning of any value as a 
system. Such is its heroic service as a pioneer, or guide, in the 
development of a perfect method. 

If, now, " 100% for 12 m." may be changed to " 100% " abso- 
lute, and 6% for 1 yr. 10 m. into so many per cent absolute, 
limb b-c will fall into limb b-d, its four cases will be reduced, i. e., 
systematized, or branched, to three, and all interest, true-discount, 
bank-discount, exchange, and bond problems will be solved pre- 
cisely like all percentage, profit-and-loss, commission, and insurance 
problems; and these combined again will be solved like all fraction, 
proportion, longitude-and-time, and comparative-measure problems; 
in a word, all arithmetical problems will be solved in one and the 
same way. 

Thus presaged the tree. To such an almost matchless consum- 
mation it finally guided. Mark that it is the peculiar virtue of the 
tree, not that it tells merely how to do, but that it discovei's what 
to do. When a man has found what to do, of course it is easy to 
do it. The undiscoverable and unknowable in developing a per- 
fect, or system, method has been, What specijlc thing shall be done? 
not how to do that thing. Of course it is easy to see that in our 
time scheme of interest, borrower pays for 12 months' use of money; 
and, on the pay-when-you-get principle, he does not pay till the 
expiration of 12 months. Therefore the \^, or principal loaned, 



g40 THE SYSTEM METHOD. 

= 1^0^ or 100%, loaned for and to be used for 12 months. But the 
more spedfic something to be done, accordnig to the oracles of the 
tree, was likewise to convert — 

6 PER CENT FOR 1 TR. 10 M. INTO — % ABSOLUTE. 

Here the author proceeded thus: Since " 6 per cent " means 6 per 
cent of principal to be paid for and after 12 months' use of princi- 
pal, it amounts to just i%, or 3^%, for each (one) month's use. 
Therefore, since " 6 per cent " amounts to i% of the prmcipal in 
1 m., in 22 m. it will amount to 22 times i% = 11%; that is to 
say, 11 per cent of any sum is, in amount, the same as 6% interest 
on that sum for 1 yr. 10 m. This the reader may easily verify. 
Therefore the specific operation by which "6% for 22 m." is to be 
changed to 10% absolute is: 6percen^tx22 =11%. Explained ration- 
ally thus: Since — 

a. 12 months' int. =6% 

b. 1 " " =J^of6=i% 

c. 22 " " = 22 X i = 11%. 

This shortened process, 'li^Ls^^lt.^ will be recognized in this ra- 
tional and open a-b-c form, as the organizing, or system, method, 
being the 3-step organism, by repeating which, that method un- 
dertakes to solve all arithmetical problems whatsoever. In equa- 
tion X of the following solutions, it is to be regarded as an empirical 
process merely; and is, therefore, to be sunk out of the vexing will 
into the reflex-action faculties of the mind, by being held in the 
memory of the learner. 

Second Set of Solutions Corrected by the Tree. 

— This second set of solutions, developed by changing "6% for 22 
m." to the no-time form, " 11%," was as it here follows: — 

Case I Problems.— 1. The int. on |300 for 1 yr. 10 m. at 6% = 

what? 
2. A note of $200 is discounted 48 days before legally due, at 
9%. What the bank discount and proceeds? 





System 


Solution to 1st. 






System 


Solution to 2d. 


X. 


fi percent; 
12 


^= 11% 




X. 


9 pel- cent x 
12 


l±= 1.2% 


a. 


100% 


= $300 prin. 




a. 


100% 


= $200 face. 


b. 


1 


= 3 




b. 


1 


= 2 


c. 


11 


= 11 X 3 = $33 


int. 


c. 


1.2 


= 1.2x2 = $2.40 
[disc. 



DEVELOPMENT OF ARITHMETIC. 6^1 

Case II Problems.— 3. The int. for 1 yr. 10 m. at 6% = $33. 
What is the principal ? 
4. The bank discount for 48 d. at 8% = $2.40. What is the 
face discounted ? 
System Solution to 3d. System Solution to 4tfi. 

■KT 6 per cent X 2J 1 1 O/ -v- 9 per cent x 1.6 — 1 9 c/ 

X. — Y2 ^'/<' ^' r2 ^-^/G 

a. U% = $33 int. a. 1.2% = $2.40 disc. 

b. 1 =3 b. 1 = _i_ X 2.4 = 2 

c. 100 = $300 prin. c. 100 = $200 face. 
This case also includes and beautifully explains such problems 

as this: The amount being $333, the rate 6%, and the time 22 m., 
find the principal or the interest. 

System Solution. Explanation. — Since in every principal there is 

^ 6 per cent X it 11 g/ 100%, and since the interest at 6% for 22 m. 

-i-,^^^ rtooo , amounts to 11%, in both principal and interest 

a. 111% = $333 amt. , ,, . ^.,1 ^ ^- , . ^ ^ ^ 

'^ here there IS 111%. Hence equation (a.) to start. 

"^^ -*■ ^ This class of problems, the author's first improved 

C. 100 = $300 prin. solution would not solve. Mark that this class of 

problems, commonly classed as "Case V" in 

arithmetics, is here brought under the extension of Case II, thus ehminating this so- 

caUed Case V from the arithmetical system — from the subject of arithmetic. 

Case III Problems.— 5. The int. on $300 for 22 m. = $33. What 
is the rate ? 

6. The bank discount on $200 for 48 d. = $2.40. Eate ? 
, Solution to 5th. Solution to 6th. 

X. $300 for 22 m. at 1% = $5.50 x. $200 for 1.6 m. at 1% = %^-g 

a. $5.50 =1% a. $ j-*g =1% 

b. 1 =J.^ b. 1 = J^ 

c. 33 = 33 X i.s = 6%. c. $3.40 = 2.4 X ^f- = 9%. 
But these solutions (5th and 6th) could not be articulated M^th 

the tree-system whole, except as the incongruent limb 21-41 of the 
dislodged limb of the cut, page 642. Neither could solution 
6th be organized into the tree, except as the incongruent limb 21- 
X. And still an additional evidence that solutions 5th and 6th 
were wrong, was the fact that there arose a necessity for a fourth 
case, to solve those problems in the answers of which time is re- 
quired. These problems with their solutions constructed in accord- 
ance with the type of solutions 5th and 6th next above, were, — 

7. The int. on $300 at 6% = $33. Eequired the time. 

8. The bank discount on $200 at 9% =$2.40. What is the 

" time to run " ? 41 



g42 THE SYSTEM METHOD. 

Solution to 7th. Solution to 8th. 

X. 6300 at 6% for 12 m. = $18 x. $200 at 9% for 12 m. = $18 
a. $18 = 12 m. a. $18 = 12 m. 

u i=ivl2=^ b 1 =-i-vl2=^ 

c. 33 = 33 X I = 22 m. c. $2.40 = 2.4 x | = 1-0 m. 

[Since we shall now need to refer to the perfect tree, the cut is 
here inserted. The four dislodged limbs represent incongruent 
parts, which, previous to the final development of the perfectly 
organizing method, formed the 6th, 7th, 8th, and 9th parts of the 
higher limb 8-21.] 

Third Set of Solutions Corrected by the Tree.— 

In the making, these solutions (5th, 6th, 7th, and 8th) were sus- 
pected to be isolated, or unorganizable, in nature. But if so, the 
tree would make that manifest. Accordingly, an effort to ai'ticu- 
late them to the tree system resulted, as it must evidently do, in 
the four branches 21-41, 21-x, 21-42, and 21-y. Let the reader 
suppose these four limbs to be substituted for 21-41 and 21-42 
of the unsevered body of the tree; he will then observe these four 
limbs to be entirely incongruent with the tree system whole, for 
these reasons: — 

a. These four are incongruent among themselves, since while 
two read, " 1 per cent to required," etc., the other two read dis- 
similarly, "12 months to required," etc. 

b. 8-21 contained nine sub-branches, while its co-ordinates 8-20 
and 8-19 contained but seven each, a second evidence of the im- 
perfect, i. e., disoi'ganizing, character of these solutions (5th, 6th, 
7th, and 8th). 

c. Limbs 21-42 and 21-y (of the four) incorporate into the tree 
a fourth case — a third incompatibility. For, since 8-19, 8-20, and 
8-21 are the left-hand halves of the solution forms, and of them 
there are but three, they cannot include more than three cases, 
or classes, of solutions. What, then, would render these four in- 
congruent limbs adjustable so that they would combine as parts 
with the tree parts to form one harmonious whole ? This was the 
specific question propounded by the tree at once. And at once the 
tree answered, — 

(a.) Limbs 21-36, 21-37, 21-38, 21-39, and 21-40 cannot be 
wrong, because they fit 8-21, which is itself perfectly joined to 4^ 
8 as a perfectly organized co-ordinate of 8-20 and 8-19. And 8-19, 



i 


O 







3] 

m 


> 


,_, 


o 






H 


^ 


M 


m 
O 


^ 


f 







O 




^ 


2i 







0116, 



arlj:^ 




"^^^^/. 



'^^1% 






DEVELOPMENT OF ARITHMETIC. 643 

8-20, and 8-21, as a whole, cannot be wrong, since they are per- 
fectly correlative to 7-16, 7-17, and 7-18. 

(b.) Limbs 21-36, 21-37, 21-38, 21-39, and 21-40 are five of 
what ought to be a whole of seven perfectly similar limbs, (1.) be- 
cause their cousin co-ordinates, 19-22, 19-23, etc., and 20-29, 20- 
30, etc., are two such wholes of seven perfectly similar (system- 
fitting) parts; (2.) because they are the offspring of 8-21, and 8- 
21, 8-20, and 8-19 are complemental thirds of what forms one or- 
ganic whole as complete as the animal or the plant whole. 

Since, then, limbs 21-36, 21-37, 21-38, 21-39, and 21-40 are 
lawful, i. e., system-fitting, these four unlawful, disorganizing, or 
systemless, limbs can themselves also become syscem-fitting, i. e., 
scientific, by becoming like 21-36, 21-37, 21-38, 21-39, and 21-40. 
They must^ therefore, read " 100 per cent^'' etc., instead of " 1 per 
cent," etc., and " 12 months," etc. The right-hand half of these 
Case III and Case IV (so-called) solutions must therefore be so 
changed that they will start at top with " 100 per cent," and stop 
at bottom with "rate." Whatever, therefore, is done in rectifying 
Cases III and IV and reducing both to one, one thing the tree avers 
must be done: 100 per cent must be made the right-hand member, 
or half, of the first of the three equations embraced in the solution 
form proper. 

Now of the three terms ($300, 22 m., and 833) mentioned in the 
5th problem above, but one could constitute 100^ in any possible 
solution — the term $300. Placing this term, then, as equal to the 
100^ to be placed at the right hand, the author proceeded thus 
since he could not proceed otherwise: — 

a. $300 = 100% 

b. 1 = i 

c. 33 = 33 X i = 11%- 

But if this is the organizing, or system-fitting, solution, it will, 
as repeatedly demonstrated by the tree, show a correspondence of 
parts with those solutions (Cases I and II) with which it is to form 
a complete whole of correspondents. It was therefore to be com- 
pared with Case I and Case II solutions. So compared, it was seen 
to be Case I turned end for end, and Case II turned upside down. 
Eut such was the very circumstance of harmony of parts upon 
which the construction of the tree was started and so far devel- 
oped. It is therefore the organizing, or science-system, method. 
And to complete it will be easy; since it must correspond to Case I, 



^44 THE SYSTEM METHOD. 

of which it is merely a reversion, end for end. Since these three 
equations are the reverse of three of Case I, the complemental 
fourth here must likewise be the reverse of the remaining fourth of 
Case I. But this remaining equation of Case I was — 

6 per cent x 2 2 '\^ O/ 

12 — ^^/O- 

But this was developed, at the dictation of the tree, thus: Since 6% 
is the interest for 12 m., divide by 12 for 1 month's interest, and 
then multiply by 22 for 22 months' interest, which equals 11^ of 
principal. The jjrocess reversed would therefore be-^ 

1 1 per cent X 1 2 — . Cio/ 
2 2 ^/Cl 

which is the answer sought. "With this complemental fourth equa- 
tion supplied, solutions 5th of Case III and 7th of this so-called 
Case IV are thus corrected to the organizing method: — 

System-Method Solution to 5th. System-Method Solution to 7th. 

(^To find the rate.) (To find the time.) 

a. $300 =100% a. $300 = 100^ 

b. 1 = i b. 1 = i 

c. 33 = 33 X i = 11% c. 33 = 33 x i = 11% 
^_ iipercentxi2 = g % ratc. X. ^ ^ m, x 1 1 _ £2 m. time. 

Thus was the fourth Case embodied in the third. And it has 
already been seen under Case II of this solution, that the supposed 
Case Y was brought under the reach of that Case (II). The law- 
breaking 4-limb branch fell into branch 8-21 as tAVO law-abiding, or 
system-fitting, parts, branch 8-21 being thus divorced of those in- 
congruent parts by reason of which it was near to be dismembered 
from its would-be co-ordinates, 8-20 and 8-19, and outlawed from the 
tree system. Percentage, gain and loss, commission, taxes, interest, 
true discount, bank discount, money exchange, as well as fractions, 
longitude and time, all comparative measures, compound and simple 
proportion, square root and cube root, were now substantially mas- 
tered by mastering simple proportion alone; since all could be solved 
by this one system method. All rules and formulas were eliminated 
fi'ora, system-driven out of, the science, as plundering caterpillars 
in the arithmetical tree, as vermin to be smoked out of the schools. 

Complete Scheme of Solutions. — We shall here give 
the complete system scheme of arithmetical solutions, by what the 
author has called the system method, side by side, that their uniform- 
ity may the more plainly appear. In it will be found, it is be- 
lieved, no two solutions incongruent with each other; nor will any 



DEVELOPMENT OF ARITHMETIC. 645 

diversity appear that is not diversified uniformity merely, not 
incongruity. The solutions will be given in the order in which the 
subjects to which they respectively belong should always be taught. 
ISTor let it be erroneously suspected that these solutions do not 
form all the organizable types belonging to the complete system of 
arithmetic. ]N"o truly arithmetical problem can be found, the sys- 
tem solution to which is not precisely like some one of the solu- 
tions given below, for the following — 

PROBLEMS. 

a. Reduction Ascending.— 1. In 228 pt. how many quarts? 

2. In 228 pt. how many bushels ? 

b. Proportion. — 3. If 13500 bricks are required to build a wall 

200 ft. long, how many bricks will be required to build a wall 
600 ft. long? 

4. If it requires 13500 bricks to build a wall 200 ft. long, 20 
ft. high, 16 in. thick, each brick being 8 in. long, 4 in. wide, 
and 2 in. thick, how many bricks will be required to build a 
wall 600 ft. long, 24 ft. high, 240 in. thick, each brick being 10 
in. long, 5 in. wide, and 3.5 in. thick? 

C. Fractions : Case I. — 5. If an entire crib of corn is worth $100, 
what will f of it cost ? 

Case II. — 6. If f of a crib of corn is worth $75, what is the 
entire crib worth ? 

Case III.—I. S75 is what part of $100? 

d. No-Time Percentage : C'ase /.— 8. 11 per cent of$300 = what? 

Case IL—9. $33 is 11% of what? 

Case ///.— 10. $33 is how many per cent of $300 ? 

e. Time Percentage : Case I. — 11. What is the interest on $300 

for 22 m. at 6%? 

Case 77.— 12. The interest at 6% for 22 m. is $33. What is 
the principal ? 

Case III.— 13. The interest on $300 for 22 m. is $33. What 
is the rate ? 

Case III.— 14. The interest on $300 at 6% is $33. What is 
the time ? 



6^6 



THE SYSTEM METHOD. 



SYSTEM-METHOD SOLUTIONS. 



1st — Reduction. 

a. 2 pt. := 1 qt. 

b. 1 " = 1 

c. 228 " = 228 X i = 114 qt. 
Bemark. — It will be observed that solution 

2d is simply solution 1st three times repeated ; 
and that, therefore, learning solution 1st 
learns solution 2d. 



3d — Simple Proportion. 

a. WaU 200 ft. long = 18500 b. 

b. " 1 " " = 2^0 X 13.500 = ip 

c. " 600" " = 600 X ^F = 40500 b. 





2d- 


-Reduction. 


2 


pt. 


= 


1 qt. 


1 


u 


= 


1 


228 


u 


= 


228 X h 


8 


qt. 


= 


1 pk. 


1 


(1 


= 


1 

8 


114 


u 


= 


114 X i 


4 


pk. 


= 


1 bu. 


1 


" 


= 


1 


14 


u 


= 


14 X i = 



114 qt. 



= 14 pk. 2 qt. 



Mark that the left-hand part of solu- 
tions 3d and 4th are identical ; that sol. 
4th is sol. 3d simply repeated six times ; 
that sol. 4th is therefore really mas- 
tered bv mastering sol. 3d. 



WaU 200 lon^ 

1 " 



600 



20 high, 
1 " 

24 " 



4th — Compound Proportion. 

16 thick; brick 8 long, 4 wide, 3 thick 



240 



5tti — Case I Fractions. 

= $100 

= 1 X 100 = $25 

$75. 



■| of crib 



XOP, 



I " " = 3 X 

7tfi — Case III Fractions. 

$100 = f , whole. 

1 — _i_ V A — -1- 

'- 100 '^ 4 100 



10 



13500 bricks. 

1 " 1 " — 13 500t'>^8x 4x2 
2 0x2 0X1 6 

[= 13.5. 
5 " 3.5 " = 

[ 13^5.b.x6 0^x2 4x2 4 =266605f. 

6th — Case II Fractions. 

$75 

i X 75 = $25 

4 X 25 = $100. 



•| of crib 



75 



75 X TTo = I. part. 



Remark. — Observe carefully that Case III is Case I 
turned end for end., while Case II is Case I turned 
upside down. See exactly the same correspondency 
of parts among the three cases of percentage, in- 
terest, and discount below. Consider, then, how easy 
to learn Cases II and III after learning Case I. Nor 
let the reader pass by till he clearly understands how these three cases are merely one 
in different positions. Case I being a cat I on its feet, head north. Case III same only on 
back, head south, and Case II also same as cat I only on back. Consider especially how 
these three cases of fractions are identical with the following three cases of percentage, in- 
terest, and discount— how, therefore, learning fractions by this system method really learns 
percentage, interest, discount, exchange, etc., also; just as learning one quadruped in three 
positions learns cdl quadrupeds in the same circumstances. 

8th- 



-Case I Percentage. 

(No-time division.) 

a. 100% = $300 

b. 1 = 3 

c. 11 = 11 X 3 = 33. 



9ih — Case II Percentage. 

(No-time division.) 

11% =$33 
1 = J- X 33 = 3 
100 =$300. 



DEVELOPMENT OF ARITHMETIC. 647 

10th — Case III Percentage. Eemark.—See remark under the three cases of frac- 

CNo-time- division ) tions above. Ponder how it is the very purpose of science 

to put this unity in every subject studied, so that we can 

a. 8300 = 100% '■'see the one inthe many.'"— Sir Wm. Ilamilton. "The 

b. 1 = i mind only knows when it subdues [masters] its objects, 
„ 33 __ 33 -v 1 __ 1 1 ^ when it reduces the many to the one."— ^Mazagforas. And 

^ so Plato, Leibnitz, Kant, Aristotle, Spencer, Ueberweg, 

and many others. But see how these three cases again are identical with the three cases into 
which this system, or organizing, method divides all interest, discount, exchange, and U. S. 
government securities, etc., so that while learning fractions learns also percentage, learning 
fractions and percentage learns interest, discount, etc. 

nth — Case I Interest, etc. 

(Time division.) 

■^ 6 per cent x L^2 11/9/ 

A. • J- 2 = yi-yo 

a. 100% =$300 

b. 1 =3 

c. 11 = $33 
13th— Case III Interest, etc. 

(Time division.) 

a. $300 = 100% 

b. 1 = i 

c. 33=33xi = ll% 

X. 11 p'^'- cent X 12 = (j^ rate. 

Take notice how not only the a-b-c parts of these solutions per- 
fectly articulate with each other when clasped in each other's arms, 
but that X of solution 11th is identical with x of solution 12th; that 
X of either the 13th or the 14th is the reverse of x of the 11th; and 
that a, b, c, of the 14th is a, b, c, of the 13th with no change, not 
even in position. 

The System Method Established — the Question 

Set at Rest. — What is true is a branch of all truth; and every 
branch has many fibers. Two facts colluded to establish this a-b-c 
solution form as the tree trunk of arithmetic, and thereby to put 
this organizing method forever beyond dispute as the scientific, 
natural, or system, method — and therefore the safe and easy bus- 
iness method — of solving all truly arithmetical problems. These 
facts were derived from the lingual and natural branches of the 
great tree. By these means it was established that the focus, or 
tree trunk, — 

1. Of orthography is letter, a part of which etymon is the in- 
cluding whole. 

2. Of etymology is etymon, a jDart of which word is the includ- 
ing whole. 



12th- 


—Case II Interest, etc. 




(Time division.) 


X. 


6 per cent x 22 1 1 /^ 

12 ^^/O 


a. 


11% = $33 


b. 


1 = 3 


c. 


100 = $300. 


14th- 


-Case III Interest, etc. 


% 


(Time division.) 


a. 


$300 = 100% 


b. 


l=i 


c. 


33 = 33 X i= 11% 


X. 


i2nuxii ^ 22 m. time. 



(348 THE SYSTEM METHOD. 

3. Of grammar is word, a part of which sentence is the inchid- 
ing whole. 

4. Of botany is plant-organ, a part of which plant is the includ- 
ing whole. 

5. Of zoology is animal-organ, a part of which animal is the in- 
cluding whole. 

Now, since in these branches the units letter, etymon, word, 
plant-organ, and animal-organ are each a part articulating per- 
fectly with other parts to form the including whole, by the law of 
unity, whatever constitutes the system unit, or trunk, of arith- 
metic — 

a. Must not only form part of an including whole, but, as a part, 
it— 

b. Must articulate harmoniously with the other parts with 
which it forms such whole. 

The arithmetical tree had said that this a-b-c, or 3-step-equation, 
form of solution is the trunk of a perfect system. Then, de- 
clared the lingual and natural trees, every complex (though ra- 
tional) solution must be made up of such 3-step parts repeated — 
repeated as part to form the complete, or whole, solution of such 
problem. That every whole solution based on the system of arith- 
metic is but the repetition of this 3-step form, find here below 
demonstrated: — 

1. What is 11% of 1300? [One a-b-c step only.] 

2. What is the interest on |300 for 22 m. at 6% ? [Two a-b-c 
steps.] 

1st Soluiion. 2d Solution. 

One Step like Case I. 1st Step like Sim. Proportion. 

a. 100% = $300 a. 12 m. of int. =6% 

b. 1 = 3 b. 1 " " = i 

c. 11 = 11 X 3 = $33.— J.MS. c. 22 " " =22X\ = 11%. 

Solution 1st is the form of all simple solu- 2d Step — like Case I. 

tions, being tlie a-b-c step taken but once. But 

see in 2cl, 3d, 4th, and 8th how this a-b-c step re- ^- 100% = ^300 

peated forms the tvhole of even the most prolix b. 1 = 3 

or k.nottj solutions— when they are fully written c_ ii -.. ii -y 3 = $33. Ans. 

out. 

3, What rate of interest do banks make when they discount '^ "^/g 3 
day notes at 2% a month ? [Three a-b-c steps.] 

4, By discounting notes at 2% a month, a bank realizes 25^% 
interest on its loans. How long do the notes discounted run? 
[Two a-b-c steps.] 



DEVELOPMENT OF ARITHMETIC. 



649 



Note. — Since bank discount always exceeds simple interest by the interest on the 
interest for the time to run, it is evident that l^f-^ (^SjyV — 2% a month) is the sim- 
ple interest on 24% (2% a month) considered as a principal. We have then: The 
principal 24%, the interest l^W, the rate 25j2^5_ to find the time. We start by Case 
III of simple interest. 

5. A man bought a farm for $6000, and agreed to pay principal 
and interest in 4 equal annual installments. The interest being 
6 ^ , what is the amount of the equal annual payments ? [Four 
a-b-c steps.] 

6. If it requires 13500 bricks to build a wall 200 ft. long, 20 ft. 
high, 16 in. thick, each brick being 8 in. long, 4 in. wide, and 2 in. 
thick, how many bricks, each 10 in. long, 5 in. wide, and 3.5 in. 
thick, will be required to build a wall 600 ft. long, 24 ft. high, and 
20ft. thick? 

a. Wall 200 ft. long, 20 ft. high, 16 in. thick; brick 8 in. long, 4 in. wide, 3 in. thick, 

[= 13500 bricks. 
■5^ It j^ u {< -^ a u -^ u u £( 1 " "1 " " 1 " " 

r_ 13500 b . X 8 x4x2 — 13 5 
c. " 600 " " 24 " " 20 ft. " " 10 " " 5 " " 3.5 " " 

[= 13.5b^x6 |.0| 2^4x2 4 =, 266605 ^ 

4th Solution. 

1st Step like Case III. 

a. 24 = 100% 

b. 1 r= 2T X 100 = -V- 

C 1 -Ap- 5.0 4 V -2 5 210 

26, Step like Siinpile Proportion. 
a. 25 j2_59% = 13 m. 

b. 1 = eis X 100 b. ^1^ = ^^i^^ X 12 = xoV(T 

c. -2jVT = 3100 X ToVo- = 3-1 m.—Aiis. 
5th Solution. 

1st Step like Case III. 
Note. — The interest paid 2d. yr. is less than 
interest paid 1st yr. by interest on"portion of 
principal paid 1st yr., and int. paid 3d yr. 
is less than int. paid 2d yr. by int. on portion of principal paid 2d yr. ; and so on. But the 
payments are to be equal. Therefore — 

1st Step like Case II. 
a. 106%, prin. paid 3d yr. = 100%, prin. paid 4th yr. 



3d Solution. 

1st Step like Simple Proportion. 

a. 12 m. int. = 24% 

b. 1 " = 2 

c. 2.1 " = 2.1 X 3 = 4.2. 

2d Step like Case III. 
a. 95.8 =100% 



b. 



Sd Step like Simple Proportion. 
2.1 m. = W/% 

-I In/ 2100 1000 

■L — 2.T X -jysr — -JT9" 
12 = 12 X W# = 25 ^\%.—Ans. 



1.00 

106 

10_0 

1-06 



b. 1 •' 

c. 100 " " = k%°e " 3d jr. 
2d Stqj like Case II. 

106%, prin. paid 2d yr. = ^."^^g prin. paid 3d yr. 

1 u u loo_ " '■: 

^ — 10 6';l-G 6 

100 " " = j.oir.oe " 3d yr. 



650 



THE SYSTEM METHOD. 



3d Step like Case II. 
a. 106 prin. paid 1st yr. = x.o6xT%6 P"ii- P'^^'^ '^^ J"- 

•u 1 U U JOO U 41 

D- J- 106>Ll-06xl-06 

c. 100 " " =T.o6i.76.T.o6" 1st yr. 



)6il.06«1.06 



to. 



b. 



hj these solutions it was 
thus demonstrated that 
every problem to be ex- 
plained or solved by the 
system of arithmetic may 
be solved by means of this 
a-b-c solution repeated. 
And thus it was finally 
established, not only that 
this a-b-c part was part of 
an including whole, the 
complete solution, but that 
every a-b-c part of a solu- 
tion did harmoniously ar- 
ticulate with other a-b-c 
forms organizable through 
the tree system. The 
question whether the -S- 
step solution form was 
properly the tree trunk of 
the arithmetical system 
was permanently put at 
rest; for the evidence that 
the 3-Btep solution is the 
unit of the arithmetical 
system rested on precisely 
the same foundation as the 
proof that letter and word 
are the system units of orthography and grammar. And who is 
able to show that letter and word are not the science units on 
which these branches are branched? Whoever succeeds in such 
an undertaking, will succeed in proving that M'hile words are aspi- 
rates, vocals, dentals, diphthongs, etc. ! letters are nouns, verbs, con- 
junctions, subjects, predicates, adverbials, objects, etc.! — a tran- 
scending accomplishment. 



4th Stejo like Simj^le Proioortion. 

a. 367. 3 fo = $6000 

b. 1 = 3 6T.3- X 6000 = $16.3354 -|- 

c. 106 = $1633.54 -\-.—Ans. 

6th Solution. 
1st Step like Simple Proportion. 

a. Wall 200 ft. long = 13500 bricks. 

b. " 1 " := 2^0 X 13500 = if5- 

c. " 600 " = 600 l^A = 40500 b. 

Sncl Step like Simpde Proportion. 
a. WaU 20 ft. high = 40500 b. 

"1 " = 2^0 X 40500 = 2025 

" 24 " = 24 X 2025= 48600 b. 

Sd Step like Simple Proportion. 
WaU 16 in. thick = 48600 
" 1 " " = Jg X 48600 = 3037|- 
c. "240" " =240X30371 = 729000. 
4th Step like Sim,ple Proportion. 

a. Brk. 7 in. long = 729000 

b. " 1 " " = 8 X 729000 = 5832000 

c. " 10 " " = 583200. 

5th Step like Simpde Proportion. 

a. Brk. 4 in. wide = 583200 

b. " 1 " " = 4 X 583200 = 2332800 

c. '■ 5 " " =466560. 

6th Stej) like Simple Proportion. 

a. Brk. 2 in. thick = 466560 

b. " 1 " " = 2 X 466560 = 933120 

c. " 3.5 " " = 2666055— J.,iA-. 



DEVELOPMENT OF ARITHMETIC. 651 

" Short Methods." — All education is a taking out of the 
will and a putttng down into unconscious reflex action of the brain; 
therefore finished arithmetical training will — by the similarity- 
means, by always having solved all problems in the same way — have 
taken the a-b-c solution out of the will, and so sunk it into the reflex 
centers of the brain that the student will be unconscious that there 
is any form about it. He will then have condensed the solution 
above into — 

a. The 2d: " 11 times $3=$33 (^m.)"— a "lightning" method. 

b. The 3d: "24 x i|.%% = 25^^^ (^ws.)"— a "hghtning" 
method. 

But we are to reach these lightning (i. e., condensed) processes 
through system. We are therefore never to teach them until after 
the system method is fully mastered. No " lightning " process is 
safe or uninjurious that is not merely a condensation of the system, 
or scientific, process. Teach no isolated process. This the teacher 
need have no occasion to do, in fact, since the system, or organiz- 
ing, method, when simply condensed, or abbreviated, is invariably 
the shortest process possible. I would, then, teach no lightning 
method until after my pupils had mastered the system method. I 
would have all "lightning" work derived directly from this system 
method by condensing. 

Life preparation in school is properly divided into two, which 
are, — 

1. Empirical Training of the Child = age 1 to 10. This first 
period is to be given to empirical education wholly. The whole 
object here is to sink the following activities out of the will into 
reflex action so that the child may (1.) walk, (2.) talk, (3.) read, 
(4.) write, (5.) sing, (6.) calculate (without symbols), and (7.) labor 
without any vexing of the will. These activities are those num- 
bered. Constant doing in these activities is to lead to the power of 
doing them while the will sleeps. It is also to gradually win the 
child from his natural repugnance to severe labor. Having thus 
acquired a love to " do his best,"— to put in a hearty effort,— he is 
to go to this second period, — 

2. Rational Education of the Youth = age 10 to 25,— to begin 
this work in learning concisely by means of systems. But after 
having been consciously guided by system for the greater portion 
of thi^lO to 25 years of age, the system itself, though always em- 



g52 THE SYSTEM METHOD. 

ployed in doing, is to melt away from student's consciousness, just 
as our feet and hands, though constantly used, are rarely thought 
of. Now, when, like the hands, ears, and feet, the organizing 
method as guided by the system is well known and itself handled 
with dispatch, then, but not till then, should lightning processes be 
employed; and even then as a condensation merely of such system 
method as a " hop-step-and-jump " system method. 

But there are some specific questions which ought here to be 
answered: Is it desirable to reduce this rational a-b-c process to an 
empirical process, as the author has done in interest, discount, etc.? 
He thinks it is; for a business man must be able and ready to figure 
without nicety and convenience — in his head, on his shoe-heel, or 
thumb-nail. And when we have learned to add and substract, 
notation is naturally sunk into reflex action as thereafter an empir- 
ical process; when we have learned to m.ultipiy and divide, addition 
and subtraction are so treated; similarly, when we begin to reason 
in the a-b-c syllogism, multiplication and division are to be so far 
sunk out of the will centers that the will may be wholly engaged 
in the one matter of reasoning. And similarly always: since all 
solutions, simple and complex, are really wrought out by a repeti- 
tion of this a-b-c solution form, and since solving problems is forever 
a repetition of this process, it can and should be so sunk into reflex 
action as to render it, finally, an empirical process. 



The System Method— No. 22. 



THIS STTTIDEniTT'S 

Work-Book of System Arithmetic, Grade B, 



rOK THE USE OP 



Public Schools, Normal Schools, Teachers' Institutes, 
and Colleges, 



AND ESPECIALLY ADAPTED TO 



Soi3:ooxj IE]:2^i=^osiTionsrs : 



IN WHICH, BY MEANS OF THE 3-STEP SOLUTION, THE ARITH- 
METICAL TREE TRUNK, ALL PROBLEMS ARE 
SOLVED IN THE SAME WAY. 



BY ISAAC ELDRIDGE WILSON, 

INVENTOR OF THE LEARNER'S WORK-TREE, AUTHOR OF THE SYSTEM METHOD, A SERIES 
OP TEXT-BOOKS FOB SCHOOLS, A SERIES OP WORK-BOOKS FOR SCHOOLS, ETC. 



' THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 



AUG 13 1886 y 






^WASHI 

OHIOA.OO, ILIv.: 

Learner's Work-Tree Company. 



COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 

ALL RIGHTS RESERVED. 
Any infringement will be prosecuted to the full extent of the taw. 



System Arithmetic- Grade B. 

COMPOUND NUMBERS. 

Reduction Ascending". 

1. Keduce 192 pt. to bushels. 

a. 2 pt. = 1 qt. 

b. 1 " = i 

c. 192 " = 192 X i = 96 qt. 

a. 8 qt. = 1 pk. 

b. 1 " = i 

c. 96 " = 96 X i = 12 pk. 

a. 4 pk. = 1 bu. 

b. 1 " = i 

c. 12 " = 12 X i = 3 bu. — Ans. 

Remarlc —It will be observed that each of the 3-step, or a-b-c, parts of this 9-step solution is 
in itself a smaller solution whole, included within the larger 9-step solution whole. It is this 
3 step solution part which forms the trunk of the arithmetical tree, page 642, and by which 
the system method undertakes to solve all arithmetical problems whatsoever in the same 
way Since this 3-^tep solution is to be the student's instrument with which to solve all prob- 
lems properly belonging to the system of arithmetic, and with which he is to displace formulas 
and rules, he should, at the outset, become thoroughly familiar with it. 

2. In 228 pt. bow many bushels? 

a. 2 pt. = 1 qt. 

b. 1 " = i 

c. 228 " = 228 X i = 114 qt. 

a. 8 qt. = 1 pk. 

b. 1 " = - 

c. 114 " = 114 X i = l^pk. • • 2qt. 
4 pk. = 1 bu. 



a 

b. 1 " = i 

U a = i4,x \ = Shu. . . 2ph 



c. 
3. Eeduce 532 gi. to gallons. 

a. 4 gi. = 1 pt. 

b. 1 ■' = \ 

c. 532 " = 532 X i = 133 pt 



[655] 



656 THE SYSTEM METHOD. 

a. 2 pt. = 1 qt. 

b. 1 " = 1 



c. 113 " = 133 X i = 66 qt. . . Ipt. 

a. 4 qt. = 1 gal. 

b. 1 " = i 

c. m '•' = QQ X \: = 16 gal. . . 2qt. 

4. In 31708810 sec. how many years? 

a. 60 sec. = 1 min. 

b 1 " = JL 

"•J- 6 

c. 31708810 " = 31708810 x -^V = 528480 min. . . 10 sec. 
a. 60 min. = 1 hr. 



1 

6 



b. 1 " = 

c. 528480 " = 528480 ^ = 8808 hr. 

a. 24 hr. = Id. 
b 1 " = -i- 

U. A 2 4 

c. 8808 " = 8808 x 2^^ = 367 d, 

a. 365 d. = 1 yr. 

b. 1 " = -L 

"• -^ 36 5 

0. 367 " = 367 x 3^3- = i 2/r. . . 2d. 

5. Eeduce 121888 oz. to tons. 

a. 16 oz. = 1 lb. 

b. 1 " = -1- 

c. 121888 " = 121888 x iV = 7618 lb. 

a. 100 lb. = 1 cwt. 

b. 1 " = 1- 

"• ^ 100 

c. 7618 " = 7618 X li^ = 76 cwt. . . 18 lb. 

a. 20 cwt. = IT. 

b. 1 " = JL 

"' ^ 2 

c. 76 " = 76 X 2V = ^ ^- • • 16 lb. 

6. How many miles is it through the earth from pole to pole, 
the distance being 41707308 ft.? 





First Solution. 


5280 ft. = 


1 mi. 


1 " = 


1 



c. 41707308 " = 41707308 x tjW = 7899 mi. 588 ft.— Jtws. 



SYSTEM ARITHMETIC— GRAJDE B. 657 

Second Solution. 

a. 3 ft. = 1 yd. 

b. 1 " = 1 

c. 41707308 " = 41707308 x i = 13902436 yd. 
a. 5. 5 yd. = 1 rd. 

b- 1 '' - Jg 

c. 13902436 " = 13902436 x 5 ^ = 2527715 rd. . . S.S ff. 

a. 40 rd. = 1 fur. 

b. 1 " = -i- 

• 4 

c. 2527715 " = 2527715 x J-q == 63192fur. . . 35rd. 

a. 8 fur. = 1 mi. 

b. 1 " = I 

c. 63192 " = 63192 X i = 7899 mi. 

N'ote. — The inquiry will arise whether " reduction descending " should not pre- 
cede "reduction ascending." To which query we reply, Yes ; reduction descending 
involves but two of the three equations in the 3-step solution ; it embraces naught, 
therefore (as may be seen from the following example), — 

Frdblem. — Reduce 3 bu. 2 pk. 2 qt. 1 pt. to pints. 
Solution. — b. 1 bu. = 4 pk. 

c. 3 " = 3 X 4 = 12 . . 14 pk. 

b. 1 pk. = 8 qt. 

c. 14 " = 14 X 8 = 112 . . 114 qt, 

b. 1 qt. = 2 pt. 

c. 114 " = 114 X 2 = 228 . . 229 i^t.—Ans. 

but simple addition and multipUcation, and is, accordingly, to be taught when and as 
these simple empirical processes are taught— empirically, and in the lower grades. On 
the other hand, reduction ascending, as may be seen in the solutions under that 
heading (p. 655), involves the 3-step solution complete; so that the reasoning process 
is identical with the reasoning process in solutions of problems in proportion, frac- 
tions, percentage, profit and loss, commission, insurance, taxes, interest, discount, 
money exchange, etc. Now, since it is the very undertaking of the arithmetician to 
put such system into all these problems that, if possible, they may be solved by one 
and the same process, — since it is the business of arithmetic to solve the greatest pos- 
sible number in the same class by the same method, — evidently the proper method of 
solution in reduction ascending is that method by which proportion, fractions, per- 
centage, profit and loss, commission, insurance, taxes, interest, discount, money ex- 
change, etc., are solved. Therefore, the successful teacher will be guided by these 
two principles : (1.) Reduction descending may be taught at any time during and 
after the time when simple addition and multiplication are taught; (2.) Reduction 
ascending should be taught by that solution, which, once learned for reduction ascend- 
ing, is also learned for all these remaining branches of arithmetic; namely, by the 3- 
stcp solution. In so far as reduction ascending is entirely like proportion, fractions, 
42 



658 



THE SYSTEM METHOD. 



percentage, profit and loss, conunission, insurance, taxes, interest, discount, money- 
exchange, etc., to teach it otherwise than as these are taught is folly. To teach what 
is like proportion and percentage as unlike proportion and percentage, is to teach 
what is like a cat as being unlike a cat ! is to teach a wild-cat, not as a cat, but as a 
cow, horse, whale, or other unlike animal ! 

Let it nere be observed, once for all, that by " rational process" we mean in this 
book, the 3- step-solution process — the process by which all arithmetical problems not 
simple addition, subtraction, multiplication, and division problems, may be solved in 
one way. Any of the 3-step, or a-b-c, solutions contained in these (Nos. 22 and 23) 
work-books, will illustrate, then, what we mean by the " rational process," or the proc- 
ess of "rational arithmetic," as we may term it. The following four solutions will 
illustrate what we mean by the " empirical process." Observe that the rational proc- 
ess employs the three simple equations, and reasons from many to one and thence 
again to many; that the empirical process employs simple notation, addition, subtrac- 
tion, multiplication, and division: — 

1st Problem. — Reduce 18 bushels to pints. 

Explanation. — Since 1 bu. = 4 pk., 18 bu. = 
18 times 4 pk. = 72 pk. ; and since 1 pk. =8 qt., 
73 pk. = 72 times 8 qt. = 576 qt. ; and since 1 qt. 
= 3 pt., 576 qt. = 576 times 2 pt. = 1152 pt. Or, 
since 1 bu. = 64 pt., multijsly 64 pt. by 18, which 
gives 1152 pt. as before. This is sometimes called 
Reduction Descending. — Raifs New Higher Arith- 
metic, p. 154. 



Empirical Solution. 
18 bu. 
4 

72 pk. 



576 qt. 
2 



2nd Problem. — Change 20 mi. 70 rds. 5 ft. to feet. 

Explanation. — 30 times 320 rds. = 6400 rds., to 
which the 70 rds. are added. Again, 6470 times 16| 
ft. = 106755 ft., to which the 5 ft. are added. 

Observe that multiplicand and multiplier are in- 
terchanged in the operation. — Wentworth and HilVs 
Practical Arithmetic, p. 149. 



1152 pt.— ^ws. 

Em.pirical Sohition. 
20 mi. 70 rds. 5 ft. 
320 



6470 rds. 
161- 



106760 ft. — Ans. 



3d Problem. — Reduce £23 4 d. 3 far. to farthings. 

Explanation. — £1 equals 20 s. Therefore, £33 
equal 23 times 20 s. ; but, as either factor may be 
made the multipUer, for convenience we say 30 times 
23, or 460, s. We have now reduced the given num- 
ber to 460 s. 4 d. 3 far. 

1 s. equals 12 d. Therefore, 460 s. equal 12 
times 460, or 5520, pence, which with the 4 d. 
make 5534 d. We have now reduced the number to 
5524 d. 3 far. 

1 d. equals 4 far. Therefore, 5534 d. equal 4 times 5534, or 22096, farthings, 
which, with the 8 far., make 23099 ta,T.—Quackenbos's Higher Arithmetic, p. 195. 



Em,pirical Solution. 

£33 4 d. 3 far. 
20 

460 s. 
12 

5524 d. 
4 

23099 far. —Ans. 



SYSTEM ABIT EMETIC^ GRADE B. 659 

4th. Pkoblem. — How many drams in 343 tons? 

Ex2jlanation.~l ton, as was learned from the Empirical Solution. 
table of equivalents memorized under Avoirdupois 

Weight, equals 512000 drams. Therefore, 343 tons ^^^^"^ 

equal 343 times 512000 drams. To multiply 343 and 686000 

512000 together, is shorter than to multiply succes- „^^^ 

sively by 20, 4, 25, 16, and 16, according to the rule. _! 

MTien no intermediate denominations ai'e given, one 175616000 dr. — Ans. 

multiplication, by the number of equivalent units, may, as in this case, most easily 
effect the reduction. — Quack€nbos''s Higher Arithmetic, p. 195. 



COMPARATIVE MEASURES. 

1. 20 lb. Troy = how many lb. Avoirdupois ? 
X. 20 lb. @ 5760 gr. = 115200 gr. 

a. 7000 gr. = 1 lb. Avoir. 

b. 1 " = 1 

c. 115200 " - 115200 X ^^^ = 16i| lb. Avoir.— ^,25. 

2. Change 4 cwt. 72 lb. 8 oz. to Troy pounds. 

X. 4 cwt. 72 lb. 8 oz. = 4721 lb. Avoir, 
y. 4721 lb. @ 7000 gr. = 33"b7500 gr. 

a. 5760 gr. = 1 lb. Troy. 

b. 1 " = _J 

c. 3307500 " = 3307500 X ^J^ = 574^^ lb. Troy.-^^^. 

3. What is the value of a coflfee urn weighing 2 lb. 14 oz. Avoir. 
@ $1.80 per oz. Troy ? 

X. 2 lb. 14 oz. Avoir. @ 7000 gr. = 20125 gr. 

a. 480 gr. = 1 oz. Troy. 

b. 1 " = -1- 

c. 20125 " = 20125 X^ = 41ff oz. Troy, 
y. 41ff oz. @ $1.80 = ^lbA^.—A7^s. 

4. A grocer bought 33 bu. of berries at $2.25 per bu., and sold 
them, through mistake, by wine measure, at 8/ per quart. What 
did he gain or lose ? 

X. 33 bu. @ 12.25 = $74.25 cost. 

y. 33 bu. @ 2150.4 cu. in. = 70963.2 cu. in. 

a. 57.75 cu. in. = 1 Avine qt. 

b. 1 " = _i_ 

c. 70963.2 " = 70963.2 X ^J.^^ = 1228.8 wine qt. 
z. 1228.8 qt. @ 8^ = $98,304 b. price. 

p. $98,304—174.25 = $24.054 gain.— ^w^. 



QQQ THE SYSTEM ME TROD. 

5. An apothecary bought 14 lb. of opium by Avoirdupois weight, 
at 621/ per oz., and retailed it at 5/ a scruple. How much did 
he gain ? 

X. 14 lb. @ 16 oz. = 224 oz. 
y. 224 oz. @ 621/ = $140 cost. 
z. 14 lb. @ 7000 gr. = 98000 gr. 
a. 5760 gr. = 1 lb. Apoth. 

'-'•-'• 57 6 

c. 98000 " = 98000 x 57W = 1^T2 ^^- ^poth. 
p. 17JI_ lb. @ 288 sc. = 4900 scruples, 
q. 4900 sc. @ 5/ = $245 s. price. 

r. $245 — $140 = $105 gSiin.—Ans. 

6. How many wine gallons in a 3-bushel measure ? 
X. 3 bu. @ 2150.4 cu. in. = 6451.2 cu. in. 

a. 231 cu. in = 1 wine gal. 
h 1 " = -i— 

^- ■■• 2 3 1 

c. 6451.2 " = 6451.2 X all =27.92+ wine gal.— ^m. 

7. A bin 8 ft. long, 2 ft. wide, 5 ft. deep, will hold how many 
bushels ? how many wine gallons ? how many pounds (Av.oirdu- 
pois) of distilled water.? 

X. A bin 8 ft. by 2 ft. by 5 ft. = 80 cu. ft. = 138240 cu. in. 
a. 2150.4 cu. in. = 1 bu. 
b 1 " = L-_ 

'■'• ^ 2 15 0-4: 

c. 138240 " = 138240 X -2x^-4 = 64.285+ h\i.—Ans. 

a. 231 cu. in. = 1 Avine gal. 
b 1 " = -J— 

2 3 1 

c. 138240 " = 138240 X ^ = 598.441 w. gixl—Ans. 
a. 27.72 cu. in. = 1 lb. (Avoir.) distilled water. 
b 1 '• = __i 

'-'• '- 2 7-72 

c. 138240 '' =138240 x ar^.-^^^ 4987.01+ lb. dis. water. 

[ — Ans. 

8. A tank 4 ft. wide and 3 ft. deep holds 4500 lb. of water. 
How long is it, water weighing 621 lb. per cu. ft.? 

a. 62.5 lb. = 1 cu. ft. 
b 1 " = _L_ 

"• ^ G 2 - 5 

c. 4500 " = 4500 x -gi.g = 72 cu. ft. 
a. 12 cu. ft. of water = tank 1 ft. long. 

b 1 " " " — "1 a <; 

c. 72 " " " ^ « 72 X tV = 6 ft. long.— Ans, 



SYSTEM ABITHME TIC— GRADE B. QQi 

LONGITUDE AND TIME. 

ITote. — By an examination of tiie solution below, it will be seen that Class I solu- 
tions, in Longitude and Time, involve naught but the fundamental processes of addi- 
tion, subtraction, multiplication, and division. These Class T problems, therefore (in 
which the time is given to find the longitude), are to be taught and learned as what 
they are, — mere empirical processes, a simple application of what is generally called 
the "four fundamental processes," — and not as an application of the 3-step solution, 
which involves much more than the four simple empirical processes. 

CLASS I PROBLEMS. 

1st Problem. — The difference of time between two places is 3 hr. 20 min. What 
is the difference of longitude? 

b. 1 hour = 15° 

c. 3 " = ,S X 15 = 45° 

b. 1 min. = 15' 

c. 20 " = 20 X 15' = 300' 

X. 450 -\- 300' = 50°— 4ws. 

Since they do not embrace the 3-step solution complete, and involve nothing 
over aud above the four fundamental arithmetical operations, these Class I problems 
cannot come within the branch Reduction Ascending as rational, or system-guided, 
processes, but belong in empirical arithmetic as a simple application of addition, sub- 
traction, multiplication, and division, to be learned during and after the time when 
these simple operations are learned. See the note, pages 657, 658, wherein is given 
an imperfect explanation of what is the difference between 3-step-solution problems 
and empirical-solution problems. Since these Class I problems, of Longitude and 
Time, are very similar to addition, subtraction, multiplication, and division problems, 
and since they are entirely dissimilar to reduction-ascending, proportion, fraction, 
percentage, gain-and-loss, commission, insurance, taxes, interest, discount, and money- 
exchange problems, and since they cannot be solved by the 8-step solution, therefore 
they are to be solved by the only other solution possible, the empirical solution illus- 
trated in the problems below solved. But since Class II problems, of Longitude and 
Time, are v£ry similar to reduction-ascending, proportion, fraction, percentage, gain- 
and-loss, commission, insurance, taxes, interest, discount, and money-exchange prob- 
lems ; and since they are entirely dissimilar to, and include much more than, mere 
addition, subtraction, multiplication, and division problems; since they cannot possi- 
bly be solved by these fundamental processes merely, without the S-step-solution proc- 
ess of reasoning in an organism from many to one and thence to many, therefore 
they are to be solved by the 8-step solution. 

The following solutions will still further illustrate what the empirical solution to 
these Class I problems is: — 

2nd Problem. — When it is 9 o'clock at Washington, it is 7 min. 4 sec. past 8 
o'clock at St. Louis. Find the difference of longitude. 



663 THE 8T8TEM METHOD. 

Empirical Solution. Explanation.- Since every hour of time 

corresponds to 15° of long., and every min- 

9 hr. min. sec. ^^^ ^^ ^^^^ y^ -^5/ ^j j^^g^ ^^^ g^^j.^ g^^. 

* end of time to 15" of long., there are 15 



52 56 diff. in time. times as many deg. min. and sec. in the 

15 difference of longitude, as there are hr. 

TZZ 777 ~„ -..^ . . min. and sec. in the difference of time. 

13° 14 00 diil. m long. 

/~w J^e•^. • r/> Or, since 4 min. of time make a difference 

Or, 4)52 mm. 56 sec. ' 

of 1° of long., and 4 sec. of time a differ- 

13° 14' / 

ence of 1 of long., there wiU he \ as many 

degrees of long, as there are minutes of time, and \ as many minutes of long, as 

there are seconds of time. — 2iobinson''s Complete Arithmetic, p. 235. 

3d Problem. — The difference in time between two cities is 1 hr. 35 min. and 12 
sec. What is the difference in longitude ? 

Empirical Solution. 
1 hr. 35 min. 12 sec. Exp)lanation. — Multiply by 15 as in compound multipli- 

]_^ cation. — White's Complete Arithmetic, p. 133. 

23° 48' 0"—Ans. 

4th Pkoblem. — The master of a ship finds his time (by the sun) to be 2 hr. 16 
min, later than New-York time (indicated by his chronometer). New York being 74° 
34" W., what is the longitude of the ship ? 

Em,X)irical Solution. 

2 hr. 16 min. diff. in time. 74° 00' 24" 

15 34° 00' 00" 



34° 00' diff. in long. 40° 00' 24" W.— J.ws. 

5th Problem. — A navigator finds that when it is noon where he is, it is 2 min. 

1 sec. past 5 by his chronometer, which is set by (and indicates) Greenwich time. 
What is his longitude? 

Empiirical Solution. 

5 hr. 2 min. 1 sec. diff. in time. 0° 00' 00" 

15 750 30' 15" 



75° 30' 15" diff. in long. 75° 80' 15" 'W.—Ans. 

6tu Problem.— a and B sailed together from San Francisco (long. 122° 27' 
49" W.). A kept his watch by San Francisco time, and B set his by the sun each 
day. After 10 days, A's watch was 4hr. 39 min. faster than B's. In what longitude 
were they? 

4 hr. 39 min. diff. in time. 122° 27' 49'' 

15 69° 45' 



69° 45' diff. in long. 192° 12' 49" W. or 

167° 47' 11" E.— Jws. 



SYSTEM ARITHMETIC— GRADE B. 663 

CLASS II PROBLEMS. 

1. The longitude of Cincinnati is 84° 29' 45" W.; of San Fran- 
cisco, 122° 27' 49" W. When it is noon at San Francisco, what is 
the time at Cincinnati ? 

X. 122° 27' 49" — 84° 29' 45" = 37° 58' 4" diff. of long, 
a. 15° = 1 hr. 

c. 37° = 37 X T^ = 2 hr. 28 min. 

a. 15' = 1 min. 

b 1' = J- 

c. 58' = 58 X 1I5 = 3 min. 52 sec. 

a. 15" = 1 sec. 
b 1" = -1- 

c. 4" = 4 X -jig- = -^ sec. 

y. 12 M. + 2hr. 31 min. 52 ^^ sec. = 2hr. 31 min. 52/g^see. p. M. 

[ — Ans. 

2. When it is 6 a. m. at Boston, long. 71° 3' 50" W., what is the 
time at Cincinnati? 

X. 84° 29' 45" — 71° 3' 50" = 13° 25' 55" diff. of long, 
a. 15° = 1 hr. 
b 1° = -L 

"■ -^ 15 

c. 13° = 13 X JL. ^ 52 min. 

a. 15' =1 min. 
b 1' = J- 

c. 25' = 25 X y^^ = 1 min. 40 sec. 

a. 15" =1 sec. 
b 1" — J- 

u. J. — J 5 

c. 55" = 55 X ^ig- = 3| sec. 

y. 6 A. M. — 53 min. 43|sec. = 5 hr. 6 min. 161- sec. A. m. — 

\^Ans. 

3. A telegram sent from Paris at 7 p. m. reaches New York in 
2hr. 55 min. At what o'clock, New- York time, is it received? 
(For the longitude of these cities, see table, in Work-Book No. 23.) 

X. 74° 24" -f 2° 20' = 76° 20' 24" diff. of long. 

a. 15° = 1 hr. 

b 1° — -L 

c. 76° = 76 X 1I5 = 5 hr. 4 min. 



QQ4: THE SYSTEM METHOD. 



a. 


15' = 1 min. 


b. 


1' =1^ 


c. 


20' = 20 X Jg- = 1 min. 20 sec. 


a. 


15" = 1 sec. 


b. 


1" = J- 

^ 15 


c. 


24" =24 X iV = If sec. 


7- 


9 h. 55 min. p. m. (time at Pari 




[=4 hr. 4 



5hr. 5 min. 21-|sec. 
1. 381 sec. P. M. — Ans. 



SIMPLE PROPORTION. 

1. If a farm of 160 acres rents for $450, how much should be 
charged for one of 840 acres? 

a. 160 a. = $450 

b. 1 - = ^ X 450 = If 

c. 840 " = 840 X f I = 12362.50.- Ans. 

2. If a cane 3 ft. 4 in. high held upright, casts a shadow 2 ft. 
1 in. long, how high is a tree whose shadow at the same time is 25 
ft. 9 in.? 



a. 


25 in. shadow = 40 in, hight. 


b. 


1 " " = 1 V 4.0 — 8 



c. 309 " " = 309 X -I = 494| in. = 41 ft. 21 in. his^ht—Aois. 

o o 

3. A garrison of 560 men have provisions to last during a siege, 
at the rate of 1 lb. 4 oz. a day per man ; if the daily allowance is 
reduced to 14 oz. per man, how large a reinforcement could be 
received ? 

a. 20 oz. per day = 560 men. 

b. 1 " " " = 20 X 560 = 11200 

c. 14 " « " = J^ X 11200 = 800 

X. 800 — 560 = 240 size of reinforcement. — Ans.^ 

Note. — If only 1 oz. were allowed, 20 times as many men (20 X 560 = 11200) 
could be maintained as if 20 oz. were given to each man. Then if 14 oz. were given 
each day, only Jj as many men (Jj X 11200 = 800) could be maintained. The 
size of the reinforcement which can be received is therefore (800 — 560) 240 men. 

4. A clock which loses 5 minutes a day, was set right at 6 in 
the morning of January 1st. What will be the right time when 
that clock points to 11 a. m. on the 15th? 



SYSTEM ABITHME TIC— GRADE B. 665 

X. 11 A. M. Jan. 15th — 6 a. m. Jan. 1st = 14 d. 5 hr. 

a. 24 hr. = 5 mm. lost. 

b. 1 " = 2^ X 5 =2T 

c. 341 " = 341 X 2^4 = 71 min. 21 sec. lost. 

y. 11a. m. -f- 71 min. 2-1- sec. = 11 min. 2i see. p, m. — Ans. 

5. Two bodies free to move, attract each other with forces that 
vary inversely as their weights. If the weights are 9 lb. and 4 lb., 
and the smaller is attracted 10 ft., how far will the larger be 
attracted ? 

a. 4 lb. = 10 ft. moved, 

b. 1 " = 4 X 10 = 40 ft. 

c. 9 " = ^ X 40 = 4 ft. 5-1- in. distance moved. — Ans. 

Note. — The force of attraction varies inversely as the weight of the bodies; i. g., 
as the weight is increased, the distance moved is decreased, and as the weight is 
decreased, the distance moved is increased. Thus it is that a body weighing only 1 
lb. is moved four times as far as a body weighing 4 lb. ; and that a body weighing 9 
lb. is moved only one-ninth as far as a body weighing 1 lb. 

6. If our present calendar gains on the exact year 2 hr. 26 min. 
40 sec. in 400 years, how long will it be in gaining a day ? 

X. 2 hr. 26 min. 40 sec. = 8800 sec; 1 d. = 86400 sec. 

a. 8800 sec. gained = 400 yr. time. 

b 1 " " = _i V 400 = J- 

U. i — 88OOA ^^-l^' 2 2 

c. 86400 " " = 86400 x 2V = 392733- yr. time.— Ans. 
iVote.— See p. 700. 

7. A railroad company has work for 250 men 90 daj's. How 
many men must be discharged that the remainder may have em- 
ployment for 150 days? 

a. 90 d. = 250 men. 

b. 1 " = 90 X 250 = 22500 

c. 150 " = ylo X 22500 = 150 men. 

X. 250 — 150 = 100, no. of men to be discharged. — Ans. 

Note. — If 250 men can be employed for 90 d., to finish the work in one d. would 
require (90 X 250) 22500 men. But the work is to occupy 150 d. ; therefore only 
yig- of 22500 men (number required to do it in 1 d.), or 150 men, can be employed. 
The number of men to be discharged is then (250 — 150) 100. 

8. A man borrows $1750, and keeps it 1 yr. 8 m. How long- 
should he lend $1200 to compensate for the favor? 



QQQ TEE SYSTEM METHOD. 

a. $1750 = 20 m. 

b. 1 = 1750 X 20 = 35000 

c. 1200 = jJq^ X 35000 = 291 m. = 2 yr. 5 m. 5 di.—Ans. 

Note. — To realize the same amount of interest from $1 as from $1750, tlie $1 
must be on interest 1750 times as long (1750 X 20 m. = 35000 m.) ; but to gain the 
same amount of interest, $1200 must be on interest only xsVo ^^ ^'^'^S ^® ^1 (tAtt 
X 35000 = 291 m.) 

9. If I gain $160.29 in 2 yr. 3 m., what would I gain in 5 yr. 
6 m. at that rate ? 

a. 27 m. = $160.29 

b. 1 " = -i^x 160.29 = 5.93| 

c. QQ " = 66 X 5.93| = $391.82 gsan.—Ans. 

10. A has cloth at $3.25 a yard, and B has flour at $5.50 a 
ban-el. If, in trading, A puts his cloth at $3,621, what should B 
charge for his flour? 

a. $3.25 value = $3,625 asked. 

b. $1 " = ^ig X 3.625 = l.l-j% 

c. $5.50 " = 5.50 X 1.1^ = $6.13y6^ asked.— ^«6'. 

11. If 16 per cent of a number is 80, what is 50 per cent ? 

a. 16 per cent = 80 

b. 1 " " = Jg X 80 = 5 

c. 50 " '' = 50 X 5 = 250.— ^Tzs. 



FRACTIONS. 

1. The whole of a ship is worth $10800. What is | of it worth ? 

1. Case I Solution. 

a. f of ship = $10800, the whole. 

b. 1 " " = i X 10800 = 1200 

c. I " " = 5 X 1200 = $6000, the part.— ^?zs. 

Note. — Read and study carefully "The Sj'stem Method" following the solution 
to problem 3d below. 

2. I of a ship cost $6000. What did the whole ship cost? 

2. Case II Solution. 

a. f of ship = $6000, the part. 

b. I " " = i X 6000 = 1200 

c. f " " =- 9 X 1200 = $10800, the whole.— ^?^s. 

iVote.— Read and study carefully " The System Method " following the solution 
to problem 3d below. 



SYSTEM ARITHMETIC— GRADE B. 66^ 

3. $6000 is what part of $10800? 

8. Case III Solution. 
a. $10800, the whole, = |, |, f, etc., the whole. 

^- ^1 = 10800 

c. $6000, the part, = 6000 x yimro = h ^^^ part.— ^ws. 

The System Method.— That these three solutions possess the organiz- 
ing virtue of the true system method, plainly appears in that solutions 1st and 2d 
are both learned in the study of either one alone, since solution 2d is identical with 
solution 1st turned upside down, and the only real difference between solution 3d 
and solution 1st is that solution 3d is solution 1st turned end for end. Thus it is 
that the mastery of three is well-nigh accomplished in the study of one alone ; pre- 
cisely as the perfect mastery of both lungs may be well-nigh accomplished in the 
study of one alone. And let this grand thought not escape the reader; namely, 
that unless both lungs or eyes are thus well-nigh perfectly learned in the study of 
one alone, the study of the one itself is not system-led, is not correct ; for all learn- 
ing and mental power consists in that very thing, that we shall see the system in 
what we study — that we may know, or have power over, many in knowing the 
one alone. 

Therefore, the very fact that solution 2d may be quite well mastered in the 
study of solution 1st alone, and that solution 3d is well-nigh mastered in learning 
either solution 3d or solution 1st, — this fact itself is the best possible evidence that 
these 3-step solutions are but the complemental thirds of the perfectly organizing 
method ; precisely as the very fact that both lungs are learned, in any trial method of 
study, in the learner's study of the one alone, would be the best possible proof that his 
studies, or solutions, of the two lungs are but the complemental halves of the per- 
fectly-organizing method; for, I repeat, herein is precisely what learning is, namely, 
the becoming able to know, or solve, or manage, the many in learning the one. 

Thus it is that this system method, by means of the 3-step solution, accom- 
plishes the very purpose of science, which is to put such a unity into the multitude 
of objects that we can manage all in the same way; or, " see the one in the many." 
— Sir Wm. Hamilton. " The mind only knows when it subdues its objects [solves 
its problems], when it reduces the many to the one [reduces the many solutions to 
the one solution]." — Anaxagoras. And similarly testify Leibnitz, Kant, Aristotle, 
Spencer, Ueberweg, Butler, and every educational reformer. But let it not pass un- 
observed that the 3-step solution not only organizes all fraction problems into three 
solutions, all of which are practically mastered in learning any one alone, — let it be 
observed that this 3-step solution not only reduces the many solutions of fractions to 
one simple animal, as it were, but that it also reduces all percentage problems, all 
gain-and-loss problems, all commission problems, all insurance problems, all interest 
problems, all bank-discount and true-discount problems, all money-exchange prob- 
lems, and all government-security and stock problems to the same simple animal 
form: so that learning fractions or percentage or interest or any other of these sub- 
jects practically learns them all. 

Refer to solution 1 (Case I Solution) above. Call f the right fore leg of a cat 
standing on the opposite bank, from you, of a clear body of water, so that you may 



QQg THE SYSTEM METHOD. 

see its picture plainly reflected from the water below ; and call f the left fore leg oi 
the same cat standing on the bank; then $10800 would be the right hind leg, and 
$6000 the left hind leg. Now, call solution 1 such a cat, head to the reader's left 
hand and with equation b for its body, and solution 2 will be the same animal 
reflected as a picture from the water below, and solution 3 will be the same under-the- 
water animal picture, on its back, as solution 2, but with head turned to the reader's 
(observer's) right hand. Thus we see that this 3-step solution is an organism, since 
its parts correspond to each other, and its different positions fit to each other, as nat- 
urally as do the parts (limbs and organs) of an animal whole, — as naturally as does 
the reflected picture to the animal pictured. (And it is an interesting truth that 
the fact that this 3-step solution is an organism, is proof as perfect as proof can be 
made that such 3-step solution is the perfect — that is, the organizing, or natural — - 
method of solution.) The 3-step solution, therefore, becomes, in a way, a sensible 
representative of what an arithmetical solution is. An arithmetical solution, then, 
is an animal, a quadruped, if you please. And, if so, it ought to be just as much 
easier and more rational to learn and understand a solution in arithmetic as such 
3-step solution quadruped whole, than it is to learn and understand a solution as the 
disorganized something generally used in the schools, — just as much easier as it is 
easier and more rational to learn and understand a cat as an organized quadruped 
whole than it is to learn and understand a cat as a disorganized something — as parts 
disorganized and therefore parts of no whole! as parts that are not parts! (For 
what such learning is worth, see pages 90-94 inclusive.) 

Only Three Cases. — There are, of course, as many different cases as va- 
riations of the 3-step solution; for were there absolutely no variation for different 
problems, were all problems in fractions and percentage solved in absolutely the 
same method, why, we should solve them all in the never-varying way, and there 
could be but one case of either fraction or percentage subjects. But I have shown 
(see the article above, "The System Method") that the 3-step solution is like an an- 
imal organism, and that the three variations are but the same organism in different 
positions to the mental eye ; so that when we have found how many different posi- 
tions this 3-step organism may assume, we have found how many cases there are — 
how many cases will be employed in that method which solves aU problems in the 
same way. Now, it was shown in the figure of a quadi-uped beast, with its picture 
reflected from the water below, and reflected in two different positions, that there are 
just the three positions, or variitions, in this 3-step solution. These variations are 
already given for fractions, page 666, being there called Case I, Case II, and Case 
III solutions. Whatever problem, properly belonging to any other branch of arith- 
metic, does not prove to be, when solved, one of these three solutions, belongs in 
simple proportion. But this simple-proportion solution, as commonly found in frac- 
tions and percentage, is reaUy but two of the 3-step solutions locked up together into 
one. 

Such a problem, solved below, first, as two 3-step solutions, and, secondly, as 
such a simple-proportion solution, here follows : — 

Problem : i,f- is what part of -UJ-? 



SYSTEM ARITHMETIC— GRADE B. 669 

Solved in Two 3-step Solutions. 
a. iii, the whole, = |, |, |, etc. 

"•11 — TTT 

c. 11 number compared, = 11 X tit = ttV- 
a. f, the whole, i= JJy 

hi ivii 11 

c. -y-, number compared, = 13 X £¥¥ = is- — ^"«' 
Solved in One Simiiile-Proportion Solution. 

'^- 11 — 2 

h 1 — iiy 2 11 

u- J- — XTT A 2 • — TTT 

O _13. 13 V 11 11 Anv 

>-• 2 — 2" A TTT ■ — TS- — -^nb. 

In the same way we shaU find, in percentage and all the remaining subjects of 
arithmetic, that these same three cases, into which every remaining arithmetical subject 
will divide itself, wiU solve all problems except such as properly come under simple 
proportion. 

l¥liere Sbould Fractions be Taught ?— Fractions are to be 
taught precisely where they are found — in connection with whole things. Indeed, 
they can be learned no place else ; for a fraction is a fraction, and can be understood 
as such, only by virtue of its being part of some whole. Whoever undertakes to 
teach the parts fi'actions, as disconnected and separate from the wholes of which they 
are fractions, or parts, is justly chargeable with the same foUy as he who undertakes 
to teach the parts nose, eye, ear, etc., as disconnected and separate fi-om the whole 
(the man) of which they are parts. It has been pointed out, in several ways, in this 
book, how nonsensical such teaching and learning are. Consider what it is to study 
and vainly pretend to learn a part as a separate thing: suppose you had studied nose, 
ear, eye, brain, backbone, etc., a Ufetime as separate things, but not as parts, as they 
really are. Suppose, I say, that you had studied these things a lifetime, but knew 
them not as parts ; that is, had failed to learn them as parts of the head-whole and 
man-whole ; of course, then, you would not know the prominent thing in the middle 
front of the face to be nose ! for you learned nose not as part of the head, but as a 
separate thing! Neither could you know that the two little rolling balls in the 
sockets at the sides of the nose are eyes ! nor that the two things projecting from the 
sides of the head are ears ! nor that the backbone is any. part of a man ! for all these 
things you learned, not as parts, but as separate things ! How unreasonable, then, 
how laughable, how feeble, to talk about learning fractions whoUy by themselves, and 
not as associated with whole numbers, of which wholes they are parts ! 

Fractions are therefore to be taught as the learner is becoming familiar with 
whole numbers, in the lower school grades; but the pupil is there to learn empirical 
fractions merely, not the science system (i. e., the 3-step-solution system) of fractions. 
AU arithmetic, like every other branch of learning, is first to be learned empirically 
(as we learn notation, addition, subtraction, multiplication, division, cancellation, and 
reduction descending) , and then much of it is to be learned rationally (by the 3-step- 
solution process). To specify: First, the learner is to be taught fractions as parts of 
things, — apples, matches, sticks, crayons, etc., — as parts to be understood only as asso- 



6Y0 THE SYSTEM METHOD. 

dated with whole things. This first teaching -will be done in the primary grades dur- 
ing, and especially in the last part of, the object-lesson exercises to be given to the 
beginner in arithmetic. Secondly, the learner is to learn fractions, as he must natu- 
rally do, in connection Tvith the exercises in short and long division; because 
here he is repeatedly using such expressions as, " |^ of 10 = what? " " \ of 200 = 
what? " 

Observe how this early study of fractions, in these primary object lessons, and in 
division, is to acquaint the learner with the simple fraction |, \, \, -5^, etc., as 
used in Eeduction Ascending, which is the first arithmetical subject wherein he uses 
the 3-step solution. Observe that in this first, or reduction-ascending, 3-step solution, 
the only fraction used is the very simplest (|, ^, j^q, etc.) of all fractions, the fi'ac- 
tion having the unit, 1, for its numerator, and with which the learner is already made 
familiar by reason of his object-lesson exercises in fractions, and his examples in sim- 
ple division. This, then, is the order in which fractions, empirical and rational, are 
to be taught and learned: (1.) Fractions in simple object lessons, to teach what they 
are and how to write, reduce, add, and subtract them; (3.) Fractions in division ex- 
ercises; such as, J of 20 = what? (3.) Fractions in Eeduction Ascending, by there 
using the simple ones (|, |^, -^ig, etc.) in the 3-step solution; (4.) Fractions (these 
same simple ones) in Proportion, simple and compound; (5.) Fractions as a branch 
of the science system of arithmetic; that is, fractions by the three cases of the 3-step 
solution; (6.) Fractions as occmTing incidental and side-show-like to all the remain- 
ing arithmetical subjects, — -percentage, gain and loss, commission, insurance, taxes, 
interest, true and bank discount, money exchange, etc. In a word, fractions are to 
be taught in the order in which the different arithmetical subjects are presented in 
the perfected "Arithmetical Work-Ti'ee," page 642, beginning with the right-hand 
lowermost limbs, and going right around toward the left thus : Reduction Ascending, 
Proportion, Umbs 2-4, 4-7, 7-16, 7-17, 7-18 ; 4-8, 8-19, 8-20, 8-21, with their sub- 
divisions. And of the six steps here above mentioned, the first four are wholly em- 
pirical, the fifth wholly rational, the last mixed. 

Lest the author should not be definitely understood, through the arithmetical 
work-tree and what has been said, in regard to the proper order in which to teach the 
different subjects of arithmetic, and as to what is chiefly empirical and what chiefly 
rational (by the 3-step solution) in arithmetic, he will here indicate the proper order 
and the proper division into empirical and rational : — 

a. EMPIRICAL PROCESSES. 

1. Object lessons in numbers, whole and fractional. 

2. Notation (writing) of numbers, whole and fractional. 

3. Addition and subtraction of numbers, whole and fractional. 

4. MultipUcation of numbers, whole and fractional. (This step would include 
also such problems as the 3d and 4th problems of "Inquiry 2d," page 721 .) 

5. Division of whole numbers; fractions proper are ah-eady divided, since they 
are quotients. (This step would, of course, include also such improper-fraction problems 
as the 1st of "Inquiry 2d,'' p. 721.) 

6. Cancellation of numbers, whole and fractional. (Such problems as the 4th 
and 5th, page 721, will also be included and may be reviewed here.) 



SYSTEM ARITHMETIC— GRADE B. 671 

7. Reduction Descending of numbers, whole and fractional. (The 2d of "In- 
quiry 2d," page 721, would also be included in this step.) 

b. 3-STEP SOLUTION (OR RATIONAL) PROCESSES. 

1. Reduction Ascending of numbers, by the 3-step solution. 

2. Proportion (simple and compound) of numbers, by the 3-step solution. 

3. Fractions, the three cases by the 3-step solution. 

4. Percentage, the three cases by the 3-step solution. 

5. Profit and Loss, the three cases by the 3-step solution. 

6. Commission, the three cases by the 3-step solution. 

7. Insurance, the three cases by the 3-step solution. 

8. Taxes, the three cases by the 3-step solution. 

9. Interest (simple and compound), the three cases by the 3-step solution. 

10. Discount (bank, true, and trade), the three cases by the 3-step solution. 

11. Miscellaneous, (a.) Money Exchange; (b.) Arbitration of Exchange; (c.) 
Stock Investments; (d.) Government Securities; (e.) AlUgation; (f.) Square and 
Cube Root; (g.) Algebraic Problems. 

Difference Between the Three Cases and Simple Pro- 
portion. — It may be seen from limbs 7-16, 7-17, and 7-18 of the tree, page 642, 
or from the first three solutions in fractions, page 666, that that which distinguishes 
each of the three cases in fractions is as follows: (1.) Case I begins, in left-hand 
member of equation a, with |, |, |, etc., and stops, in left-hand member of equation 
c, with a fraction: (2.) Case II is the reverse of Case I, beginning with a fraction, and 
stopping with f or |-, |-, etc. ; (3.) Case III begins with some number used as a 
whole, and stops with some number compared with that whole. And, similarly, what 
distinguishes the three cases of percentage may be seen likewise to be a difference in 
the left-hand ends, or halves, of the fii-st three 3-step solutions on page 677; for Case 
I solutions begin (in equation a) with 100% and stop (in equation c) with the rate. 
Case II solutions begin with the rate and stop with 100 % , and Case III solutions be- 
gin with the number used as a whole and stop with some other number which is com- 
pared to that whole. (See this same thing written on 8-19, 8-20, and 8-21 of the 
tree, page 642.) Now, whatever 3-step solution has not this threefold left-hand half 
so constituted that it thus corresponds either to one of the three fraction, or to one 
of the three percentage, hmbs above mentioned,— every such problem belongs in sim- 
ple proportion. Accordingly, among the Case I, Case II, and Case III solutions in 
fraction and percentage subjects, in this book, will be found "simple-proportion" 
solutions. 

By this explanation the author wishes to get it squarely before the reader's mind 
that there are such things as simple proportion of fractions and simple proportion of 
percentage and simple proportion of true and bank discount, of money exchange, etc., 
as well as simple proportion of whole numbers ; and that simple proportion of whole 
numbers alone is to be presented to the learner previous to when fractions, percent- 
age, etc., shaU have been presented and learned. But as soon as the thi'ee cases proper 
of fractions, percentage, discount, exchange, etc., have been mastered, then the simple 
proportion of such subject may be taken up and mastered. 

By simple proportion we do not mean, of course, the old equation of ratios, but 
the 3-step solution. 



gY2 THE SYSTEM METHOD. 

4. What will f of a yard of cloth cost at $f per yard ? 

Case I Solution. 
a. I yd. = $1 

^- "8 8-^6 4 8 

c. I " =^ 'J' X A = $!!•— ^'-'s- 

5. What is I of i|? 

Case I Solution. 

■*• 3 ~ 16 

K 1 = 1 V 15 — 5 

^•3 3^16 16 

c. I = 2 X tV = H-— ^*^«- 

6. A 63-galloa cask is | full ; 9i gallons being drawn off, how 
many gallons does it contain ? 

Case I Solution. 
a. f of cask = 63 gal. 

c. I of cask = 5 X ^ = 39| gal. 

X. 39|- gal. — 91 gal. = 29|- gal. remaining. — Ans. 

7. A bill of books amounts to $596|, but I get i off for whole- 
sale, and -f-^ off for cash ; what do I pay for the books? 

Case I Solution. 

^•\ + -h = Th amount off. 
a. iff of bill - $2^ 

h 1 " " = _i_ V 2387 = 2387 
*-^*150 150'^ 4 600 

c. t¥o " " = 53 X Wf = $210fii amt. off 

y. $596| — $210 fi^ = $385|||- amt. \^QA±—Ans. 

8. How much is f of a vessel worth, if the whole vessel is 
worth $29951.88? 

Case I Solution. 

a. 5. of vessel =$29951.88 

b. i " " = i X 29951.88 = 4278.84 

c. f " " = 5 X $4278.84 = $21394.20.— J tis. 

9. A teamster hauled 7486 bushels of potatoes to a railroad 
depot, receiving in payment -^^ of them. How many bushels did 
he receive? 

Case I Solution. 

a. ifl-g- of the potatoes = 7486 bu. 

b. ^ " " " = xio X 7486 = 74.86 

c. i|(^ " " " = 9 X 74.86 = 673.74 h\i.—Ans. 



SYSTEM ARITHMETIC— QBABE B. 673 

10. If I of a yard of cloth can be bought for | of a dollar, what 
is that per yard ? 

Case II Solution. 



a. 1 yd. 


= $"5" 


b. i - 


= ixl = 1 


c. f " 


= 3 X 1 = $H. 



-Ans. 

11. "Il of what number equals 9i|? 

Case II Solution. 

a. 1^ of a number = Xi^ 

7T 35X18 — TS" 

c. ^ << " = 72 X A = 20.— ^«s. 

12. If |- of a bbl. of flour cost %^-^, what is the price per barrel? 

Case II Solution. 
a. f bbl. = $-V- 
b-l" — 1 y 3 1 —31 

af" = 7 X li =110.85.— ^ws. 

13. |- of 42 is -j^ of what number ? 

Case II Solution. 
X. f of 42 = 18 

a. ^ of a number = 18 

b. J_. « " = -1- X 18 = 9 

c. li " <' =11x9= d^.—Ans. 

Note. — ^Equation x of the above solution is, in reality, a shortened Case I solu- 
tion. Made out in full, this solution would correspond to the solution of problem 5 
above, which see. After Case I solutions are mastered, the shortened form used in 
the solution above may be employed. 

14. A farmer sold I of his farm for $1645. At this rate, what 
was the value of the farm ? 

Case II Solution. 
a. I of the farm = $1645 
\yiuu u = I X 1645 =5481 
c. I " " " = 5 X 5481- = $2741|.— ^w*. 

15. A graded school enrolls 208 boys, and y^^ of the pupils are 
girls. How many pupils are enrolled in the school? 

43 



(3Y4 THE SYSTEM METHOD. 

Case II Solution. 
X. 1|, the whole school, — -jL = ^, the boys. 



a. -jSg- of the school = 208 

b. tV " " " = i X 208 = 26 

c. 1^ " " " = 15 X 26 = 390.— ^TOs. 

16. A man owning |- of a ship sells f of his share for |3480. At 
this rate, what is the value of the ship? 

Case II Solution. 

-sr 3 of 5. = _5_ 

X. Y «.H 9 2 1 

a. ^5_ of the ship = $3480 

b. JL « « " = i X 3480 = 696 

c. |i " " " = 21 X 696 = 114616.— ^ws. 

17. What part of 120 quarts are 31 quarts? 

Case III Solution. 
a. 120 qt,, the whole, = |, |, f, etc., the whole. 

c. 31 " the part, = 31 X y^-j- = -^V' *^® P^^^- — ^**** 

18. ytt ^^ what part of y®^? 

Case III SohUion. 
a. -^-^, the whole, = |, |, |, etc., the whole. 

'-'• 1 7 7 8 

c. YTT, the part, = 3 x -jq) = toj ^^® P^^*- — ^*^*- 

19. A farmer gives a miller 13 quarts of grain for every 3 bush- 
els ground. What part of the grain does the miller receive ? 

Case III Solution. 
X. 3 bu. @ 32 qt. = 96 qt. 
a. 96 qt., the whole, = |, -|, f, etc. 
b 1 " = J- 

U. J. — 9 g 

c. 13 " the part, = 13 X -Jg- = if. — Ans. 

20. If 9 gallons are drawn from a cask containing 63 gallons, 
what part of the whole remains ? 

Case III Solution. 
X. 63 gal. — 9 gal. = 54 gal. left, 
a. 63 gal. = f , |, |, etc. 

c. 54 " = 64 X -^ = f, part remaining. — Ans, 



SYSTEM ARITHMETIC— GRADE B. ^75 

21. A pole whose hight was 80 ft. was broken off by the wind 
48 ft. from the top. What part of the pole was left standing ? 

Case III Solution. 

X. 80 ft. — 48 ft. = 32 ft. remaining, 
a. 80 ft. = I, I, f , etc. 
b 1 " = -i- 

^- ^ 8 

c. 32 " = 32 X -^ = I left standing.— ^«5. 

22. A man having $150, gave $25 for a robe, and |- of the re- 
mainder for a harness. What part of $150 had he left? 

Case III /Solution. 

X. 1150 — $25 = $125 remainder. 
y. I of $125 = $50 for harness, 
z. $125 — $50 = $75 money left. 

a. $150 = I, I, f, etc. 

b. l=Tio 

c. $75 = 75 X xl-o = ^, part left. — Ans. 

23. A 63-gallon cask is I- full; 9-1- gallons being drawn oflF, how 
full will it be ? 

Case III Solution. 

X. I of 63 gal. = 39f gal 

y. 39f gal. — 9i- gal. = 29|- gal. = ^^ gal. remaining. 

a. 63 gal. = |, |, |, etc. 

b. 1 " = J3 

c. ^fS- " = 2 39 X Jg. = 2||. Ml— Ans. 

24. If I of a farm is worth $9000, what is j\ of it worth ? 

Simple- Proportion Solution. 

a. I of farm = $9000 

b. 1 = I X 9000 = 13500 

c. 3^ = ^5_ X 13500 = $5625.— ^?zs. 

Note. — Consult the article "Only Three Cases," page 668, where it is shown that 
such as the above and the following "simple-proportion" solutions are really two 3- 
step solutions locked up together in one. Let it be carefully explained to the young 
learner how from the statement that " | of a farm = $9000," we conclude that " 1 
(whole) farm = f times $9000;" and so likewise carefully each of the following 
solutions. 

25. If f of 9 bu. of wheat cost $13^ what will | of a bushel cost ? 



gY6 THE SYSTEM METHOD. 

Simple- Pro^iortion Solution. 
X. f of 9 bu. = 2T. bu. 

a. ^7- bu. = 1131 

b. 1 " = ^ X 13|- = 2 

c. -z- " = I X 2 = $1|.— ^?js. 

26. One-eighth of a dime is what part of 3 cents? 

Simple-Proportion Solution. 
X. i-oflO/ = |/ 
a- 3/ = I, I, A etc. 
b. 1 =1 

27. If I of a mill is worth $2500, what is f of the mill worth ? 

Simple-Proportion Solution. 

a. I of mill = $2500 

b. 1 " = f X 2500 = 4500 

b. I " = f X $4500 = $3750.— ^ws. 

28. If I of a mill is worth $5225, what is f of the remainder 
worth ? 

Simple- Proportion Solution. 
X. f of I" (the remainder) = i- 

a. I of mill = $5225 

b. 1 " = f X 5225 = 9405 

c. ^ « = -g- X 9405 = $3135.— ^ns. 

29. What will 15 hhd. of molasses cost, if 281 gal. cost $71? 

X. 15 hhd. @ 63 gal. = 945 gal. 

a. ^ gal. = $^ 

b. 1 « = ^x^ = i 

c. 945 " = 945 X 1 = %2m\.—Ans. 

30. How many men will it take to do a piece of work in 12|- 
d. which 81 men can do in 6|- d.? 

a. ^- d. = 81 men. 

b. 1 " = ^ X 81 = 540 

c. !L0 u = ^ >^ 540 = 42 men.— ^ws. 



SYSTEM ABITHME TIG— GRADE B. 677 

PERCENTAGE. 

1. What is 8^ of $500? 

1. Case I Solution. 

a. 100% = $500 

b. 1 = 5 

c. 8 = 8x5== %4.Q.—Ans. 

2. $40 is 8% of what? 

2. Case II Solution. 

a. 8% = $40 

b. 1 = i X 40 = 5 

c. 100 = $500.— ^«5. 

3. $40 is how man^^ % of $500 ? 

3. Case III Solution. 
a. $500 = 100% 
b- 1 = 5-^ X 100 = i 



c. 



40 = 40 X 1- = 8 %.—Ans. 



Note 1. — The important thing for the teacher to do in beginning any new sub- 
ject in arithmetic, is to make his pupils see that the subject, strictly speaking, is not 
new; but that it is the same old thing they have been before studying, except it has a 
new name. For instance, in the three problems above, change "8% " and "how 
many % " to "xfo" (common fraction) and " how many lOOths " (common fraction) , 
and these three cases become identical in both their form and solution with the first prob- 
lems of fractions, page 666. Now, this same old thing that solves all arithmetical 
problems in the same way, is the 3-step solution ; and the three cases of fractions, 
of percentage— of all these subjects — are but different positions, or variations, of the 
3-step solution. (See " The System Method," " Only Three Cases," and "Difference 
between the Three Cases and Simj^le Proportion," pages 667, 668, 671, respectively.) 

Now, we are not only to learn all arithmetic in learning these three cases above, 
but we should endeavor to learn the three cases in learning one case alone ; for, as 
already shown, Case II solution is the same thing as Case I solution turned upside 
down, and Case III solution is also identical with Case I solution turned end for 
end. This 3-step solution as much remains the same thing in its three positions, or 
vai'iations, as a quadruped remains the same thing in three different positions. And 
mark well that solving a problem is merely finding a missing part of this 3-step-solu- 
tion organism, — finding a missing leg, if you please, — which missing part is always 
found in the right-hand member of equation c, and forms the answer to the problem. 
Indeed, in solving a problem of system arithmetic, the true arithmetician (system- 
atizer) is as much concerned in finding an organic missing part as is a comparative 
anatomist in determining from some given animal parts what another part should be 
to fit such animal whole. ' 



gY8 THE 8T8TEM METHOD. 

j^Qte 2. — Young learners beginning at percentage, and not having before become 
acquainted with the 3-step solution in fractions or proportion or reduction, may 
meet, at the outset, with some difficulty in determining what quantity to write as the 
right-hand member (or base term) of the first equation. Therefore the really suc- 
cessful teacher will never fail in his preliminary drill, on the day previous to the first 
recitation day, to get before his pupils these two facts: — 

1. That which is to form the right-hand member, or base term, of equation a, 
will always be of the same denomination as the answer required; for the answer, the 
part missing, corresponds to this right-hand member of equation a precisely as hind 
leg corresponds to hind leg, or fore leg to fore leg. 

2. Of the diilerent quantities given in the problems, commonly but one wiU 
thus be of the same denomination as the answer required. Ordinarily, therefore, his 
attention having been called to these facts, the student will have but little difficulty 
in determining what shall be the right-hand member (or base term) of equation a of 
his solution. (See "Compound Proportion," note 3, page 714; also, "Answer 
Found in Second Member," 2d note, page 714.) 

Ifote 3. — There are three ways of distinguishing the system, or truly organizing, 
method; (1.) It is that by which all problems are solved in the same way; (2.) It is 
that by means of which alone we may dispense with all rules and formulas; or, (3.) 
It is that which requires the least possible amount of memorizing. Let it be care- 
fully observed that there is just one device in which these three objects are accom- 
plished, namely, the 3-step solution ; for this not only solves all problems in the same 
way and does away with the necessity of memorizing rules and formulas, but it ren- 
ders all rules and formulas absolutely useless. As soon as the three variations (or 
cases) of the 3-step solution become known to arithmeticians, we shall then realize 
that aU rules and formulas are walls between the mind and safe conclusions, and are 
to be shunned as carrion to the sense, as vermin to be smoked out of the schools. 
That which is to take the place of rules and formulas is the 3-step solution, in rational 
arithmetic; in empirical arithmetic, the teacher's own doing (solving) act. Instead 
of directing the learner to memorize an isolated rule or formula, he shall say rather, 
to the learner, " Watch me, and then do as I do." " The man may teach by doing, 
and not otherwise." — Emerson. Precisely as the mother teaches the child to talk, 
write, sew, sing, etc., by saying, " Watch me, and then do as I do." 

4. What is 35% of 6951b.? 

Case I Solution. 

a. 100% = 6951b. 

b. 1 = 6.95 

c. 35 = 35 X 6.95 = 2^3.2^ Ih.—Ans. 

5. Find 120% of $171.24. 

Case I /Solution. 

a. 100% =$171.24 

b. 1 = 1.7124 

c. 120 = 120 X 1.7124 = $20b.49.—Ans. 



SYSTEM ARITHMETIC— OBADE B. 679 

6. 500 is 25^ of what number? 

Case II Solution, 

a. 25^ = 500 

b. 1 = JL X 500 = 20 
c„ 100 = 2000.— ^ws. 

7. 827 is 120% of what number? 

Case II Solution. 

a. 120% = 828 

b. 1 = ^ X 828 = 6.9 

c. 100 = 690.— ^Ms. 

8. What % of 980 mi. are 49 mi.? 

Case III Solution. 

a. 980 mi. = 100% 

b. 1 =^1^X100=^ 

c. 49 = 49 X ^ = 5%.— ^ws. 

9. A merchant owes $15120, and his assets are $9828. What % 
of his debts can he pay ? 

Case III Solution. 

a. $15120 = 100% 

b 1 = 1— V 100 = 5 

'-'• ^ 15120'^ -^"^ — TTS 

c. 9828 = 9828 X yf^ = 65%.— ^m-. 

10. 600 is 20% more than what number? 

Case II Solution. 

a. 120% =600 

b. 1 = ^ X 600 = 5 

c. 100 = 500.— ^Ks. 

11. The bread made from a barrel of flour weighs 35% more 
than the flour. Find the weight of the bread. 

Case I Solution. 

a. 100% = 1961b. 

b. 1 = 1.96 

c. 135 = 135 X 1.96 = 264.61b.— ^«s. 

12. 3f is what % of 18|? 



680 TEE SYSTEM METHOD. 

Case III Solution. 
a. 145 ^ 100% 

I. 1 1 \/100 ^-2^ 

c. -^ = 29 X 11 = 20%.—Ans. 

13. A man receives $1600 per year. He pays 18% for board, 
81% for clothes, and 16% for incidentals. What amount does he 
save? 

Case I Solution. 

X. 100% — (18% + 81% + 16%) = 57|% saved. 

a. 100% = $1600 

b. 1 = 16 

c. 57| = 57| X 16 = $922^.— Am. 

14. |i is what % of^s^f^? 

Case III Solution. 

a. ^\ = 100% 

b. 1 = ^0/ X 100 = 1871 

c. H = li X 187.5 = 77^\%.-Ans. 

15. Find | % of if of a hogshead. 

Case I Solution. 
a. 100% =ifhhd. 

b 1 — -J-^ V 16. = _4_ 

"• ^ — TOTF A 2 5 6 2 5 

c- f = f X ffs = 2^0 lihd.— ^ns. 

16. A farmer sold 3150 bu. and had 30% left. What was his 
entire crop ? 

Case II Solution. 
X. 100% —30% = 70% sold. 

a. 70% = 3150 bu. 

b. 1 = J^ X 3150 = 45 

c. 100 = 4500 hn.—A7is. 

17. A man sold a farm for $4563.20, which was 8% less than it 
cost. Find the cost. 

Case II Solution. 

a. 92% = $4563.20 

b. 1 = ^ X 4563.20 = 49.60 

c. 100 = $4960.-^*15. 



SYSTEM ARITHMETIC— GRADE B. 681 

18. A grocei' sold from a hhd. containing 6001b. of sugar, \ at 
one time, and i of the remainder at another time. What ^ re- 
mained ? 

Case III Solution. 

X. 6001b. — (150+150) = 3001b. remaining. 

a. 6001b. = 100% 

b. 1 = ^ X 100 = i 

c. 300 = 300 X i = ^0%.—Ans. 



PROFIT AND LOSS. 

1. Having used a carriage for one year, I sold it for $125, which 
was 25% below cost. What should I have received had I sold it 
at 10% above cost? 

a. 75% of cost = $125 

b. 1 " " = ^ X 125 = If 

c. 110 " " = 110 X If = $183.331— ^«5. 

2. How must a watch be marked that cost $120, so that 4% 
may be deducted from the marked piice and still gain 20%? 

a. 100% = $120 

b. 1 = 1.20 

c. 120 = 120 X 1-20 = $144 selling price. 

a. 96% of marked price = $144. 

b. 1 " " " = aV X 144 = 1.5 

c. 100 " " " = $150.— ^ws. 

3. A man bought a span of horses for $450, which was 25% less 
than their real value, and sold them for 25% more than their real 
value. Find his gain. 

a. 75% of real value = $450 

b. 1 " " " = ^ X 450 = 6 

c. 125 " " " = 125 X 6 = $750 selling price. 
X. $750 — $450 = $300 gain.— ^ws. 

4. A merchant sold two coats for $25 each. On one he gained 
20% ; on the other he lost 20%. Did he gain or lose on the two 
transactions? 



682 THE SYSTEM METHOD. 

a. For 1st coat, 120% = $25 

b. 1 = yfir X 25 = .20831 

c. 100 = $20,831 cost of 1st. 

a. For 2d coat, 80% = $25 

b. 1 = Jg. X 25 = .3125 

c. 100 = $31.25, cost of 2d. 

X. $20,831 + $31.25 = $52,081 cost of both, 
y. $52,081 — $50 = $2,081 loss.— ^ws. 

5. If 1 of an acre of land is sold for | of the cost of one acre, 
what is the gain % ? 

X. f s. price — l c. price = i gain. 

a. 1 cost, = 100% 

b. 1 " = 2 X 100 = 200 

c. 1 " = 1 X 200 = 50%.— ^ws. 



COMMISSION. 

1. A Louisiana planter sent a Chicago commission merchant 15 
tons of sugar. The Chicago merchant pays freight at 75/ per cwt. 
and $5 for cartage. If the agent sells the sugar at 26f per lb., 
commission 21%, how much money shall he send the Louisiana 
planter ? 

X. 30000 lb. @ $.25 = $7500 amt. of sales. 

a. 100% =$7500 

b. 1 = 75 

c. 2i- = 21 X 75 = $187.50 commission. 
y. 300 cwt. @ $.75 = $225 freight. 

z. $187.50 + $225 + $5 = $417.50 total charges. 
p. $7500 - $417.50 = $7082.50.-^^65. 

2. A commission merchant receives from his principal 50000 lb. 
of wool, which he sells at 50/ per lb., commission 21%. If he pays 
$125 freightage and $50 cartage, what are the net proceeds? 

X. 50000 lb. @ $.50 = $25000 

a. 100% = $25000 

b 1 = 250 

c. 21 = 21 X 250 = $625 commission. 

y. $25000 — ($625 + $125 + $50) = $24200 proceeds.— ^ws. 



SYSTEM ARITHMETIC— GRADE B. ggg 

3. A merchant buys, through his agent, 730 yd. of carpet at 
11.25 per yd., commission |%. If the freight is $7.37, at what 
price per yd. must he sell the carpet to make a profit of 20%? 

X. 730 yd. @ $1.25 = $912.50 

a. 100% = $912.50 

b. 1 = 9.125 

c. f = I X 9.125 = $6.843f commission. 

y. $912.50 + $7.37 + $6.843f = $926.713f total cost. 

a. 100% = $926,713 

b. 1 = 9.267 

c. 120 = 120 X 9.267 = $1112.04 s. price, 
z. 730 yd. = $1112.04 

p. 1 " = yi^^X 1112.04= $1.523.— ^?zs. 

4. A merchant sends his agent $6150 with which to buy cotton 
at 101/ per. lb., commission 2i%. How many pounds of cotton 
can the agent buy ? 

a. 1021% =$6150 

b. 1 = yJL. 5 X 6150 = 60 

c. 100 = $6000 amt. invested in cotton. 



a. lOi/ = 1 lb. 

b 1 — 1 

c. 600000 = 600000 X yJ^^ = 58536ff lb. cotton.— Ans. 



INSURANCE. 

1, Insured |- of a vessel worth $24000, and |- of its cargo worth 
$36000, the former at 2i%, the latter at 1^%. What is the pre- 
mium? 

X. I of $24000 = $15000 amount. 

a. 100% = $15000 

b. 1 = 150 

c. 2i =2^x1 50 = $337.50 premium on the vessel. 
y. I- of $36000 = $24000 

a. 100% = $24000 

b. 1 = 240 

c. li = n X 240 = $270 premium on the cargo. 
z. $337.50 4- $270 = $607.50.— ^«s. 



gg4 THE SYSTEM METHOD. 

2. An insurance company having a risk of $25000, at -^fo, re- 
insured $10000, at |-%, with another office, and $5000, at |%, with 
another. How much premium did it clear above what it paid ? 

a. 100% =$25000 

b. 1 = 250 

c. -2^ = ySg. X 250 = $225 premium rec'd by company. 

a. 100% = $10000 

b. 1 = 100 

c. f = 4 >< 100 = $80. 

a. 100% = $5000 

b. 1 = 50 

c. I = I X 50 = $37.50. 

X. $225 — ($80 + $37.50) =$107.50 premium cleared. —^?^s. 

3. I took a risk of $45000; re-insux-ed at the same rate, $10000 
each in three offices, and $5000 in another; my share of the pre- 
mium is $262.50. Wb at was the rate ? 

X. $45000 — $35000, amt. re-insured, = $10000 
a. $10000 = 100% 

b- 1 = Twoo X 100 = T^o 

c. $262.5 = 262.5 x rk = ^%.—Ans. 

4. Took a risk at 2% ; re-insured $10000 of it at 2J%, and $8000 
at If %; my share of the premium was $207.50. What sum was 
insured ? 

X. 2i% of $10000 = $212.50 

y. 1|% of $8000 = $140 

z. $212.50 -f $140 -f $207.50 = $560 prem. on entire risk. 

a. 2% = $560. 

b. 1 = i X 560 = 280 

c. 100 = $28000 amt. insured.— -^ws. 



TAXES. 

1. The taxable property of a county is $486250, and the rate 
of taxation is 78/ on $100, that is, ■^%. What is the tax to be 
raised ? 

a. 100% = $486250 

b. 1 = 4862.50 

c- -rr^ = a¥(F X 4862.50 = $3792.75.— ^«s. 



SYSTEM ARITHMETIC— GRADE B. 685 

2. A's tax is $50.46; he pays a poll-tax of $1.50, and owns |8704 
taxable property. What is the rate of taxation ? 

X. $50.46 — $1.50 = $48.96 tax paid on property, 
a. $8704 = 100% 

h 1 = 1 V 1 no 25 

c. 48.96 = 48.96 X ^^ = ^(^^,—Ans. 

3. A man's income is 16% of his capital; he is taxed 21% of his 
income, and paj^s $26.04. What is his capital? 

a. 21% =$26.04 

b. 1 = J^ X 26.04 = 10.416 

c. 100 = $1041.6 income. 

a. 16% = $1041.6 

b. 1 = Jig. X 1041.6 = 65.1 

c. 100 = $6510.— ^ws. 

4. Sold a lot for $7599, which covered its cost and 2% paid for 
tax. What was the cost? 



a. 102% =$7599 

b. 1 = T^ X 

c. 100 = $7450.— ilws. 



b. 1 = -j^ X 7599 = 74.50 



a. 



SIMPLE INTEREST. 

1. What is the interest on $300 for 1 yr. 6 m. @ 6% ? 

Simple Proportion. N'ote i.— But in so far as 

12 m. of int. = 6% time rate. ^^^^ ^"^^^ (simple-proportion) 

1 -. ^^ ^j J 3-step solution has constantly 

2 been employed by the learner 
C. 18 " " = 9 absolute rate. j^ reduction ascending, pro- 
Case /. portion, fractions, percentage, 

a. 100% = $300 principal. profit and loss, commission, 

b, \ =z 3 insurance, etc., the pupil may, 

c* 9 = 9 X 3 = $27 interest.— ^Tzs. ^^ *^^^ "'^^' ^^ vr<^^^'^^<^ *" 

be thoroughly familiar with it. 
It may, therefore, be reduced to an empirical process. (See p. 652.) Thus doing, 
instead of this double solution above we get the following truly organizing solution, 
which is the form of the system solution used in this work-book : — 
X. 6 per cent x 1 8 = 9 ^ absolutc rate (or amt. of interest) . 

a. 100^ = $300 principal. 

b. 1 =.3 

c. 9 = 9 X 3 = 27 interest. — Am. 



6g0 THE SYSTEM METHOD. 

2^ote 2. — Since money loaned @ 6% is loaned 12 months for 6%, to reduce this 
time rate (6 % ) to an absolute rate, as in equation x, the simple operation is this : 
Divide by 12 to get the amount of the interest for 1 month, and then multiply by 18 
(or the number of months) to get it for 18 months. We thus change "6% for 
18 m." into 9% absolute, thus throwing the problem out of interest into simple per- 
centage. For, having found that "6% for 18 months" is identical with 9% abso- 
lute, all we have to do to solve the problem, is to find 9% of $300, the principal; 
and this is a simple problem in simple percentage. It is, in all respects, Uke the first 
on page 677. 

Note 3. — The three notes beginning on page 677 are as applicable to these three 
cases of interest as to the three cases of percentage there explained ; for these three 
and those three, this simple x equation excepted, are identical. 

2. The interest for 1 yr. 6 m. @ &% is $27. What is the prin- 
cipal ? 

Case II. 
^ 6percentxi8 = 9 ^ absolute rate (or amt. of interest). 

a. ^% = $27 interest. 

b. 1 = 3 

c. 100 = $300 principal.— ^TOS. 

3. The interest on $300 @ %% m $27. What is the time ? 
Case III. jy^fg 4.— It is easily seen that $27, the 

interest, is 9% of $300, the principal. And 
the explanation of the remaining equation (x) 
is easy, thus: 6% being the amount of 13 
months' interest, 1% would be the amount of 
" (1^ X 13 =:) 3 months' interest, and conse- 

quently 9fo would be the amount of (9 x 3 =) 18 months' interest. The time, 
therefore, would be 18 m. 

4. The interest on $300 for 1 yr, 6 m. is $27. What is the rate? 

Case 111. jy^^^ 5.— Equation x is thus explained: 

a. $300 principal = 100% since the amount of 18 months' interest is 

b. 1 = ■!■ 9%, one month's interest would be (y\^ X 9) 
C. 27 interest = 9%. -|%, and then 13 months' interest would be 
■^ 9 ptr cent x 1 2 ^= Qo/ J^j^g (13 X i) 6 %, the yearly rate. — Ans. 

5. What is the interest on $300 for 1 yr. 6 m. 18 d. @ 6% ? 



a. 


$300 principal = 


100% 


b. 


1 = 


1 

3 


c. 


27 interest = 


9%. 


X. 


i2m.x9 ^ 18 m.- 


-Ans. 



X. 



6 percent I 18-6 
12 



9.3% absolute rate. Mte e.— Since 18 



a. 100% = $300 principal. if of a month = j% (or .6) of 

jj 1 __. D a month, 18 days, written as a 

c' 9.3 = 9.3 X 3 = $27.90.-Ans. '''''^''^ °' ^ °^°^*''' *' 'f "^ 

So always divide the days by ^, 

and then write the quotient as tenths (decimal) of a month. 



SYSTEM ARITHMETIC— GRADE B. ggT 

6. "What is the interest on $840 for 1 yr. 8 m. 12 d. @ 8«^ ? 

X. s p^^ceny 2 0-4 = i^ Q ^bs. rate. iVb<e 7.— Observe that since all 

a. 100% = $840 principal. the work of this system-method 

b. 1 = 8.40 solution (except only the multi- 
C. 13.6 = 13.6 X 8.40 = $114.24 Plication below) is easily done 

mentally, the following is all 
L ^"*- there would be of the "lights 
ning process" of this system-method solution: 13.6 X $8.40= $114.24.— ^ns. 

7. What is the interest on $1 for 45 d. @ 7% ? 

X 7 per cent x 1 . 5 —- QZ c/ 

12 •"¥/? "■ Lightning Process'' 

a. 100% =$1 [(of the system method). 

b. 1 = .01 $.01 X .81 = $.00875.— 4«5. 

c. .8f = .8f X .01 = 1.00875.— .47^s. 

8. What is the interest on $500 for 1 yr. 7 m. 15 d. @ 3% ? 
X. 3 peroent^xi9 _5 = 4.8f % abs. rate. 

a. 100/, = »500 principal. ('In^f^S »"::;')'. 

b. 1 = 5 $5 X 4.8| = $24.375.— ^»is. 

c. 4.8f = 4.8f X 5 = $24.375.— ^««. 

9. The interest for 1 yr. 2 m. 21 d. @ 5% is $19.60. What is 
the principal ? 

X. 5._percentx_i_4.7^ _ QJlo^ '■'■ Lightning Process '' 

a. 6.11% = $19.60 interest. , (of the 3-step solution). 

b 1 = -4 V l'»60-$3'>0 *19.60X,i, = $3 20;hence 

^' 24-5 X i.'.uu — ^,3..^u the principal would be $320.— 

c. 100 = $320 principal. — Aas. [-^,js. 

10. The interest for 1 yr. 5 m. 12 d. @ 8% is $40.60. What is 
the principal ? 

^ 8_J^roent20_7^ = 11.6% 

^^n^ t^An ^r^ Lightning Process'' 

a. 11.6% =$40.60 (of the system method). 

b. 1 = t|.6-X 40.60 = $3.50 $40.60 X tt.^ = ^3.50; hence 

c. 100 = $350 prin.— ^n*. $350.— ^m. 

11. The interest for 2 yr. 3 m. 2 d. @ 6% is $3,381 What is 
the principal. 

X. 6percen^tx2 7 .0i£ = 13.51% '^Lightning Process" 

a. 13.51% = $3,381 (of the system method). 

b. 1 = -^^ X 3.381 = .25 ^^-^^^ ^ ^^-^ ^ ^■^^' ^^^''^ 
c." 100 = $25 prin.~i,z.. ' m.-Ans. 



688 THE SYSTEM METHOD, 

12. The interest on $300 @ Q% is $27.90. What is the time ? 

a. $300 = 100^ Note 8. — Of course, if the learner prefers, 

i^ 1 J he may write out equation x into the 3-step- 

^p, ^^ %p, ^ , ^ „ _y solution form, thus: — 
c. 27.90 = 27.9 X i = 9.3$^. ' 

iomvQ9 -ion -. a. 6% interest = 12 m. 

X. 12^-^^9.3 = 18.6 m. = 1 yr. ^ / , ^ i >< 12 = 2 

6m. 18d.—Ans. c. 9.3 " =9.3 x 3 = 18.6m.-^«s. 

13. The interest on $300 for 1 yr. 6 m. 18 d. is $27.90. What is 
the rate? 

Ifote 9. — Or, if the learner prefers, he 

a. $300 =100^ may put this empirical process in equation 

b. 1 = "§■ X in the 3-step-solution form : — 
C 27.90 = 9.3 a. 18.6 m. interest = 9.3% 

X. 9^3P«:cen^JL2 =g^_ AnS. ^- ^ " " == T¥.6 X 9.3 = J 

^^'^ ^ c. 13 " " =13Xi=6%.— ^»is. 

14. What principal will amount to $552.60 in 5 m. 6 d. @ 6%? 

X. ■6 J"='^«e°^^5.2 — 2.6^ interest. iVb^e iO.— Since the principal always con- 

tains 100%, and since here the interest 
a. 10^.6 = $552.60 amt. contains 2.6%, the amount (of interest and 

"•■'■= TCT-e" ^ 5o2.6 = 5.386 principal) wiU contain 102.6% ; hence equa- 
C. 100 = $538.60.— ^?is. tion a. 

15. What principal will amount to $609.20 in 4 m. 24 d. @ 4%? 

NoU 11. — It will be observed that these 
last two problems are identical with true- 
discount problems, the amount being the 
future debt, the principal the present 
worth, and the interest the true discount. 

TRUE DISCOUNT. 

16. I have a note of $500 legally due in 3 months, and bearing 
6^ interest. Find its present worth, money being worth (loaning 
at)8%. 

X. 6 per cent X 3 := li^ 

a. 100% = $500 principal. 

b. 1 = 5 

c. 1011 ■= $505.50 face of note. 



X. 


4rercen^tx4.8 ^ 1_6% 


a. 


101.6% - $609.20 


b. 


1 - lol 6 X 609.20 -5.996 


c. 


100 = $599.60.— ^?zs. 



y- 


8per^centx3 £% 


a. 


102% = $505.50 face, or amt. 


b. 


1 = 4.95588 


c. 


100 = $495.59 p. worth.— ^ws. 



The System Method— No. 23. 



THE STTJIDEIiTT'S 

Work-Book of System Aritlimetic, Grade A, 



rOB THE USB OF 



Public Schools, Normal Schools, Teachers' Institutes, 
and Colleges, 



AND ESPECIALLY ADAPTED TO 



SoSIOOXj lEjI^IPOSITIOIbTS 



IN WHICH, BY MEANS OF THE 3-STEP SOLUTION, THE ARITH- 
METICAL TREE TRUNK, ALL PROBLEMS ARE 
SOLVED IN THE SAME WAY. 



BY ISAAC ELDRIDGE WILSON, 

INVENTOR OP THE LBAENEB'S WOEK-TREB, AUTHOR OP THE SYSTEM METHOD, A SERIES 
OP TEXT-BOOKS FOR SCHOOLS, A SERIES OF 'WORK-BOOKS FOR SCHOOLS, ETC. 



' THE MAN MAY TEACH BY DOING, AND NOT OTHERWISE."— EMERSON. 



CHIOAOO, ILL.: 

Leakner's Work-Tree Company 



isse. 

44 




COPYRIGHT, 1886, BY ISAAC ELDRIDGE WILSON. 

ALL RIGHTS RESERVED. 
Any infringement will be prosecuted to the full extent of the law. 



Sys(em Arithmetic— Grade ^, 



^-r-i=r«-v®= 



REDUCTION ASCENDING, 

JVbte 1. — For note concerning the importance of becoming familiar with the 3-step 
solution at the very outset, on beginning the subject of reduction ascending, see Re- 
duction Ascending, Work-Book No. 23. See the same, also, for the solution of a 
number of interesting problems, by the system method. 

Note 2. — For when and how to teach reduction descending, see note on page 
657; see also in "Where Should Fractions be Taught," page 669. 

1. If sound travels 1 120 ft. per second, and there are lOi seconds 
between the lightning flash and the thunder clap, how far away is 
the thunder cloud ? 

X. lOi sec @ 1120 ft. = 11760 ft. 

a. 5280 ft. = 1 mi. 
b 1 " = —J— 

5 2 S 

c. 11760 " = 11760 X 3tVo =^"^*- • • 1200 ft. 

a. 16.5 ft. = lrd. 

b. 1 " =t|.7 

C. 1200 " = 1200 X TT.5 = ^TT ''^• 
Solved by Lida Oltman. 

2. If 2 bu. 3 pk. of rye are required for sowing ?) acres, how 
many quarts are needed for sowing a rectangular field 484 ft. by 
270 ft.? 

X. Field 484ft. X 270ft. = 130680 sq.ft. 
a. 272.25 sq. ft. = 1 sq. rd. 

'-'• ■*■ 2 7 2-25 

c. 130680 " = 130680 X 2Ti2 5 = ^SOsq.rd. 
a. "320sq.rd. = 1 a. 

b 1 " = -i- 

"• -^ 3 2 

c. 480 " = 480 X 3^^ = 1.5 a. 

X, 2bu. 3pk. = 88 qt. 

a. 3 a. = 88 qt. 

b. 1 " ^ i X 88 = 291 

c. 1.5 = 1.5 X 291 = 44qt.— ^?is. 

Solved by Hattie Johnston. 

[691] 



QQ2 TEE SYSTEM METHOD. 

3. What length must be given to a rectangular lot 20 rd. wide, 
to make it contain 3 acres ? 

X. 3 a. @ 320 sq. rd. = 960 sq. rd. 
a. 20 sq. rd. of lot = lot 1 rd. long. 

D. i 2 

c. 960 " " = " 960 X yV = 4S^*^- ^o^g- — ^'^^■ 

Solved by Emma Highley. 

4. A rectangular cistern 4 ft. in length by 3 ft. in width, has a 
capacity of 8 cubic yards. What is its depth ? 

X. Cistern 4 ft. long x 3 ft. wide X 1 ft. deep = 12 cu. ft. = | 

a. Cistern of | cu. yd. = cistern 1 ft. deep. [eu. yd. 

b. " 1 " = " f " 

c. " 8 " = " 8 X f = 18 ft. deep.— ^ws. 

5. A mill-wheel is turned by a stream of water running 3 ft. 
per second in a channel 4 ft. wide, 9 in. deep. Find, in tons, the 
weight of water supplied in 3 hours if 4 cu. ft. of water weigh 
249 lb. 

X. Stream 3 ft. by 4 ft. by 9 in. = 9 cu. ft. 
y. 3 hr. @ 60 m. @ 60 s. = 10800 sec. 
z. 10800 sec. @ 9 cu. ft. = 97200 cu. ft. 

a. 4 cu. ft. = 249 lb. 

b. 1 " - 1 X 249 = 62^ 

c. 97200 " = 97200 x 62i = 6050700 lb. 
a. 2000 lb. = 1 ton 

c. 6050700 " = 6050700 X -^^^ = 3025^^ tons.— ^ws. 

Solved by Dora Shepherd and Hattie Johnston. 



COMPARATIVE MEASURES. 

Note. — ^For the solution of less difficult problems than those following, see 
Work-Book No. 22. 

1. I have a bin Hi ft. by 61 ft. by 4f ft. full of wheat. What 
is it worth at $1,875 per cental, counting 1 bu. equal to .6 centals? 
X. A bin 111 X 61 X 43 ft. = 34711 cu. ft. = 600210 cu. in. 
a. 2150.4 cu. in. = 1 bu. 

"• -^ ~ 2 150.1" 

c. 600210 " = 600210 X -^j^.^ 

y. 279.115 bu. @ .6 centals = 167.469 centals. 

z. 167.469 centals @ $1,875 = $314.004.— ^m. 



SYSTEM ARITHMETIC— ORABE A. 693 

How many pounds of clover seed will the above bin hold ? of 
Iowa oats? Iowa flaxseed? dried apples? dried peaches? 

X. 279.115 bu. clover seed @ 60 lb. = 16746.9 \\).—Ans. 
y. 279.115 bu. Iowa oats @ 35 lb. = 9769.025 \h.—Ans. 
z. 279.115 bu. flaxseed @ 56 lb. = 15630.44 Vo.—Ans. 

p. 279.115 bu. dried apples @ 24 lb. = 6698.76 \h.—Ans. 
q. 279.115 bu. dried peaches @ 33 lb. = 9210.795 \h.—Ans. 

Solved by Anna Ilershman and Madge Brundage. 

2. In |- lb. Troy, what fraction of a pound Avoirdupois? 

X. I lb. Troy @ 5760 gr. = 3600 gr. 
a. 7000 gr. = 1 lb. Avoir. 
b 1 " = — i— 

"• ^ 7 

c. 3600 " = 3600 X t-Jqo = if ^^- Avoir.— ^ws. 

Solved by Etta Strong and Alonzo Highley. 

3. Reduce .9 lb. Avoir, to the decimal of 5 lb. Troy. 

X. .9 lb. Avoir. @ 7000 gr. = 6300 gr. 
y. 5 lb. Troy @ 5760 gr. = 28800 gr. 
a. 28800 gr. = 1.00 
b 1 « = i 

2 8X00 

c. 6300 " = 6300 X 2Tioo = -21875.— ^ws. 

Solved by Emma Ball and Geo. W. Vibber. 

4. Eeduce 14° 11' 54" to the fraction of a right angle. 
X. 14° 11' 54" = 51114" 

a. 324000" = 1 right angle. 

"• ^ 32 4 0T 

c. 51114" = 51114 X ^^0^ = ^8^y^9_ right angle.— ^7^s. 

5. What will it cost to carpet a room 131 ft. by 24 ft., with 
carpet f yd. wide, at $1.60 a yard? 

X. Eoom 131 ft. X 24 ft. = 324 sq. ft. 

a. -2_igq. ft. (3 of 9) = $1.60 

b. 1 " = 2T X 1.60 = §^4_o 

c. 324 " = 324 X Yt^ = $76.80.— ^ws. 

Solved by E. H. Wintermute and Henry Brammier. 

6. Reduce 1 cu. ft. to the decimal fraction of a bushel ; 1 w. 
gal. to the decimal fraction of a cu. ft. ; 4 lb. distilled water to the 
decimal fraction of a cu. ft. 

a. 2150.4 cu. in. = 1 bu. 

k 1 " = 1 

"• ^ YTS'O-* 

c. 1728 " = 1728 X 2T5(7.4 = -8035 + bu.— ^ws. 



594 THE SYSTEM METHOD. 

a, 1728 cu. in. = 1 cu. ft. 
kit' = __J . 

^- ^ 17 2 8 

c. 231 " = 231 X yJ^ = .133+ cu. ft— ^ws. 

a. 62.5 lb. dis. water = 1 q\\. ft. 

c. 4 " " " = 4 X -g4.5 = .004 CU. ft.— J«s. 

Solved by Matie E. Bowers and W. E. Arbingast. 

7. If i of an inch of rain fall, Low many barrels will be caught 
by a cistern which drains a roof 52 ft. by 38 ft.? 

X. Eainfall 52 X 38 X 4V f*- = ^li cu. ft. = 71136 cu. in. 
a. 231 cu. in. = 1 gal. 

'-'• •*- — 2 3 1 

c. 71136 " = 71136 X -J-y = 307.948+ gal. 
a. 30.5 gal. = 1 bbl. 

"• -■- 30-5 

c. 307.948 " = 307.948 x 30.5 = 10.096+ hU.—Ans. 

Solved by Wm. Miller, Wm. Murpby, and Albert Peterson. 

"What depth of water will the above rainfall produce in a cis- 
tern 4i ft. by 8 ft. ? 

a. 36 cu. ft. rainfall = water 1 ft. deep. 

b. 1 " " = " Jg lAns. 
e. 411 " '' = " 411 X gV = 1-^'^3 + ft. deep.— 

Solved by Geo. Armentrout and Matie E. Bowers. 

8. y\ of ^ pound of sugar is, in weight, what part of ^ of a pound 
of gold? 

X. j\ lb. @ 7000 gr. = 1500 gr. 
y. I lb. @ 5760 gr. = 2304 gr. 

'1 ?3n4- o-r = 230 4 
a. z,oU'± gi. — 2X0^ 

b 1 " — 1 

'-•• ^ 2 3 f 

c. 1500 " - 1500 X 2-^ = {^.—Ans. 

Solved by J. R. Morehouse, Harry Dawson, and Albert Ehreclie. 

9. A druggist bought 3 lb. 8 oz. Avoir, drugs for $52.50, and 
made them up in pills of 5 gr. each, which be retailed at 36/ a 
dozen. What was his gain ? 

X. 31- lb. @ 7000 gr. = 24500 gr. 

a. 5 gr. = 1 pill. 

b. 1 " =i 

c. 24500 " = 24500 X ^ = 4900 pills. 
y. 4900 pills @ 3/^ each = $147 s. price, 
z. $147 — $52.50 = $94.50 gaiu.—Ans. 

Solved by John B. Coyne and Ella Taylor. 



SYSTEM AEITUMETIC— GRADE A. G'J.j 

10. A clock loses 1 sec. every |- hr. If it is right at 20^^ min. 
past noon, May 1st, what is the day and hour when it will be 10 
min. too slow? 

X. 1 second lost = | hr. 

y. 60 sec. lost (or 1 min.) = 60 X f = 90 

z. 10 min. lost = 10 X 90 = 900 

a. 24 hr. = 1 day. 

h 1 « _ 1 

c. 900 " =. 900 X -Jj = 37 d. . . 12 hr. 
p. 12 M. 201 min., May 1st + 37 d. 12 hr. = 20 min. 20 

[sec. A. M., June 8th. — Ans. 

Solved by Emma Miller and Tanta Mellick. 

11. How far does a man walk in planting a field of corn 285 ft. 
square, the rows being 3 ft. apart and 3 ft. from the fences ? 

a. 3 ft. wide = 1 row. 

b. 1 " " =i 

c. 285 " " = 285 X i = 95 * 

X. 95 rows @ 279 ft. long = 26505 ft. 
a. 5280 ft. = 1 mi. 
b 1 " = 1 

"• -^ 5 2 8 

c. 26505 " = 26505 x yaVo = ^Th mi.— ^ws. 

Solved by W. C. Frampton and Jennie Drake. 

*Note. — There are in reality only 94 rows of corn in the field; but a man in 
planting the field must waJk from row to row at the ends, and this distance between 
the rows is equivalent to one row across the field. 

12. If sound travels 1120 ft. per second, in how many seconds 
after the lightning flash will the thunder-clap be heard from clouds 
2 mi. 160 rd. distant. 

X. 2 mi. 160 rd. = 13200 ft. 
a. 1120 ft. = 1 sec. 

k 1 u 1 

0- -L — 1120 

c. 13200 " = 13200 X ttVo = ^m sec— ^W5. 

13. Out of a hhd. of 63 gal. leaked 3 qt. What fraction of the 
whole was lost ? 

X. 63 gal. @ 4 qt. = 252 qt. 
a. 252 qt. = ||f of the whole. 

U 1 <( = _1 " " " 

"• ^ 2 5 2 

C. 3 « = 3 X YsT ~ 'ii ^^ ^^® whole. — Ans. 



(59(3 TEE SYSTEM METEOD. 

14. A crib 15 ft. X 8 ft. X 7i ft. inside dimensions, is full of corn 
in the ear. If 2 bu. of ears make 1 bu. of shelled corn, what is the 
value of the whole at 92^ j^er shelled bu.? 

X. A crib 15 X 8 X 71- = 880 cu. ft. = 1520640 cu. in. 
a. 2688* cu. in. = 1 bu. (heaped measure). 

"• •*■ 2 6 8 8 

c. 1520640 " = 1520640 X grW = 565.71 bu. in ear. 
J. 565.71 bu. in ear = 282.85 bu. shelled corn, 
z. 282.85 biT. @ 92/ = 1260.22.— ^%s. 

Solved by Wm. N. Orris and E. E. Eeynolds. 

* Note. — In measuring corn in the ear, the heaped measure is used, which is one- 
fourth larger than the stricken, or lever, measure. The heaped bushel therefore con- 
tains 3150.4 cu. in. -|- M of 2150.4 cu. in. = 2688 cu. in., which number is used in 
the solution. 

15. If one bushel or 60 lb." of wheat makes 48 lb. of flour, how 
many barrels of flour can be made from the contents of a bin 10 ft. 
long, 5 ft. wide, and 4 ft. deep, filled with wheat ? 

X. A bin 10 ft. by 5 ft. by 4 ft. = 200 cu. ft. = 345600 cu. in. 
a. 2150.4 cu. in. = 1 bu. 

b 1 " — 1 

^'- -^ — 2 15 0-4 

c. 345600 " = 345600 x ty^-a. = 160.714 bu. 

J. 160.714 bu. wheat @ 48 lb. flour = 7714.27 lb. flour. 

a. 196 lb. = 1 bbl. flour, 
b 1 " = -JL_ 

"• ^ 19 6 

c. 7714.27 " = 7714.27 X ^ = 39.35-|- bbl. flour.— ^7^s. 

Solved by C. M. Pierce and Cora Cox. 

16. A bin that holds 100.8 bu. is 7 ft. long and 6 ft. deep. How 
wide is it ? 

X. 100.8 bu. @ 2150.4 cu. in. = 216760.32 cu. in. = 125,44 

a. 42 cu. ft. = bin 1 ft. wide. [cu. ft. 

b. 1 " = « -1- 

c. 125.44 " = 125.44 X ^ = 2.98 ft. wide.— ^ws. 

17. A cistern 5 ft. by 4 ft. by 3 ft. is full of water. If it is 
emptied by a pipe in 1 hr. 30 min., how many gallons are discharged 
through the pipe in an hour ? 



SYSTEM ARITHMETIG—GBADE A. 697 

X. A cistern 5 ft. by 4 ft. by 3 ft. = 60 en. ft. = 103680 

a. 90 min. = 103680 cu. in. [cu. in. 

b. 1 " =^ X 103680 = 1152 

c. 60 " = 60 X 1152 = 69120 en. in. 
a. 231 en. in. = 1 gal. 

c. 69120 " = 69120 X ^ = 29915- g-^\.—Ans. 

Solved by Kittie Wilson. 

18. A pile of Avood containing 67i cords, is 90 ft. long and 12 ft 
wide. How high is it ? 

X. 67i e. @ 128 cu. ft. = 8640 ca. ft. 
a. 1080 cu. ft. = pile 1 ft. high, 
b 1 " = " L_ 

"• '- 10 8 

c. 8640 " = " 8640 x ^^ = 8 ft. high.— Ans. 



LONGITUDE AND TIME, 

standard Unit, — The unit of time is the day, which is the time required 
by the earth to revolve on its axis. SideeejVX, day. — The exact time required by the 
earth to make one complete revolution on its axis. Solar day. — The exact time re- 
quired by the earth to bring the same point on its surface twice under the vertical 
rays of the sun. Asteonomical day. — The solar day beginning and ending at noon. 
CiTiL DAY. — The solar day beginning and ending at midnight. Sabbath day. — 
Every seventh solar day beginning and ending at sunset. 

Calendar Time. — In business transactions, 1 year is regarded as 360 days, 
1 month as 30 days, and 1 day as gJg of a month, or j\-^ of a year. But for other 
civil purposes, including business transactions with the Government, a year is to be 
regarded as a calendar year of 365 or 366 days, a month as the calendar month of 28, 
29, 30, or 31 days, according to the year and month referred to. The calendar 
months with the number of days they contain are as follows : — 

Winter. Summer. 

12. December 31 days. 6. June 30 days. 

1. January 31 " 7. July 31 " 

2. February I ««^^7;>/«='%28 days. 8. August 31 " 

Spring. Autumn. 

3. March 31 days. 9. September 30 days. 

4. April 30 " 10. October 31 " 

5. May 31 " 11- November 30 " 



698 THE SYSTEM METHOD. 

Table showing the number of days from any day of — 



P 






> 




2h 




^ 
^ 


^ 
qq 


J* 


O 


< 


P 


To the 

same day 
of next 


365 


334 


306 


275 


245 


214 


184 


153 


122 


92 


61 


31 


Jan. 


31 
59 


365 

28 


337 


306 


276 


245 


215 


184 


153 


123 


92 


62 


Feb. 


365 


334 


304 


273 


243 


212 


181 


151 


120 


90 


Mar. 


90 
120 


59 

89 


31 
61 


365 
30 


335 
365 


304 
834 


274 
304 


243 

273 


212 
242 


182 
212 


151 
181 


121 
151 


April. 
May. 


151 


120 


92 


61 


31 


865 


335 


304 


273 


243 


212 


182 


June. 


181 


150 


122 


91 


61 


30 


865 


334 


303 


273 


242 


212 


July. 


312 
243 


181 
212 


153 

184 


122 
153 


92 
123 


61 
92 


31 
62 


365 
81 


334 

365 


304 
835 


273 
304 


243 
274 


Aug^ 
Sept 


273 


242 


214 


183 


153 


122 


92 


61 


30 


365 


834 


304 


Oct. 


304 
834 


273 
303 


245 

275 


214 

244 


184 
214 


153 
183 


123 
153 


92 
122 


61 
91 


31 
61 


365 
30 


335 
865 


Nov. 


Dec. 



Remark. — In leap years, if the last day of February be included in the time, 1 
day must be added to the number obtained from the table. 

Calendar. — A calendar is a register of the year, giving its divisions into 
months, weeks, and days, as kept in the common almanac. Of calendars now used 
there are two, — the Gregorian, established by Pope Gregory XIII. in 1582 and now 
used by all civilized nations except Russia, and the Julian, established by Julius 
Csesar b. c. 46, and now used by Russia alone. 

©id Style and Xew Style. — "Old Style" is the style of counting 
adopted in the Juhan calendar. " New style " is the style of reckoning adopted in 
the Gregorian calendar. Between the two, there is now about 12 days' difEerence, 
which may be explained as follows : — 

By the Julian calendar, the earth was declared to complete its circuit around the 
sun (passing and returning to "Jan. 1 " in the figure) in 365 days and 6 hours. 
But the exact length of the year in mean solar time is 365 days, 5 hours, 48 minutes, 
and 50 seconds = 365 d. 5 hr. 48f noin. That is to say, starting at the posi- 
tion marked "Jan. 1 " in the figure, the earth passes through Winter, Spring, Sum- 
mer and Autumn, and returns again to the position "Jan. 1" in 11-J- minutes less 
than 365 d. 6 hr. Hence to the Romans (who used the Julian calendar) it was Jan. 
1, of any new or incoming year, for 11^ min. before they recognized it — before they 
began to count it Jan. 1 of the new or incoming year. That is to say, the earth 
reached the end of the old year at the position "Jan. 1," and passed 11^ min. into 
the new year (toward b in the figure) before they counted it a new year — ^before .they 
called it Jan. 1. But a 2d year, it would be Jan. 1 for (2 XH^) 221 min. before 
they began to count it Jan. 1. In the 3d year, it was Jan. 1 for (3X11 J) 33J min. 
before they began to count it Jan. 1. In the 10th year, the earth went beyond the 
position "Jan. 1" into the new year for (10 X 11|) lUf mil- before they counted 
Jan. 1. Finally, in 250 years, it was (250 X HJ) 2791| min. = about 2 days be- 
yond "Jan. 1 " toward b, before they began to count Jan. 1. Now, in 1582, the earth 



SYSTEM ARITHMETIC— GRADE A. 



699 



went into January of a new year as much as about 10 whole days before they counted 
it Jan. 1. That is to say, the earth was out of the old circuit, or year, and far toward 
b in the new (or next) year, before the people counted January to have begua at all. 




Hence, in order that the count, or reckoning, of the time might correspond to the 
season, or earth's position in its path around the sun, in 1583 Pope Gregory XIIT. de- 
creed that October 5th should be counted October 15th. Those using the Old Style, 
or Julian calendar, are now about 12 days behind the season ; so that when we have 
July 4, Russia has June 22. 

Common Year, Leap Year. — A common year is any year of 365 days. 
A leap year is one of 366 days ; that is to say, one in which February is counted as 
having the extra, or 29th day. By the Gregorian calendar, the 29th day is added to 
February in such years as are divisible by 4, except such as, being divisible by 100, 
are not divisible by 400. 

Why Add the Extra Day, Feb. 29, to All Years Divisible 
by 4, Except iSuch as, Being Divisible by lOO, are not Divis- 
ible by 400? — The exact length of the solar year is 365 d. 5 hr. 48 1 miu. iu mean 
solar time. But for three years in succession, we count but 365 days to a year, giving 
February but 28 days. Thus, in counting it Jan. 1 at the end of 365 days, we begin 
about 5 hr. 48 1 min. too soon. A 2d year, we count it Jan. 1(2X5 hr. 48 ^. min) 1 1 hr. 
37| min. too soon. The 3d year, we count it Jan. 1 (3 X 5hr. 48f min.) 17hr. 26i-min. 
too soon. The 4th year, we count it Jan. 1 (4 X 5 br. 48f min.) 23 hr. 15 i min. too 
soon. Hence we put in a day (Feb. 29) in this 4th year, in order to make the count 
or calendar correspond more nearly to the actual season, or the actual position of tlie 
earth in its path around the sun. Here, then, is the explanation of why we divide 
by 4 to determine whether a year is a. leap year. 



YOO THE SYSTEM METHOD. 

But when we put in a day (Feb. 29), we put in (24 hr. — 23 hr. 15| min.) 44f 
min. too much. That is to say, we then count it Jan. 1 not till 44| min. after the 
earth has completed its year, or circuit; or not till the earth has gone 44| min. into 
the new year. Hence, putting in an extra day once in four years, brings the counting 
44| min. behind the season — in 4 years. Then in 8 years (2 X 4), the count be- 
comes (3 X 44|) 89| min. behind the season, or earth's position in its orbit. And 
in 100 years (25 X 4), the count becomes (25 X 44|) 1116| min. = 18 hr. 36| min. 
behind the season. Here, then, in the hundredth year, we drop, and do not insert, 
the extra day of February, by doing which we bring the count up with the season and 
(24 hr. — 18 hr. 36| min.) 5 hr. 28| min. ahead of it. Here, then, is the reason 
why the 100th year is made, in the calendar, a common year of 365 days. 

But the count is now, at the end of 100 years, 5 hr. 23^ min. ahead of the season. 
That is to say, at the end of 100 years we count it Jan. 1 5 hr. 23^ min. too soon. 
But in 400 years we should count it Jan. 1 (4 X 5 Jir. 231 min.) 21 hr. 33J- min. too 
soon, about 1 day too soon. Hence in the 400th year we again put in the extra day 
in order to make the count and the season agree. Here, then, in the 400th year, we 
insert the extra day again ; that is, we make every 4th centennial year a leap year. 
Putting in the extra day in the 400th year takes the season 2 hr. 26| min. again 
ahead of the count, as it was after adding the extra day to the 4th year. Hence it is 
that we divide years divisible by 100, by 400, to determine whether we add the extra day. 
By continuing this process of dividing by 4, 100, and 400, we may arrange a calendar 
correct for any number of years. Thus it is, finally, that the Gregorian calendar in- 
serts an extra day in such years as are divisible by 4 ; but not in such as are divisible 
by 100 unless they are also divisible by 400. 

Let it be observed that at the end of 400 years, by the Gregorian calendar, the 
season is ahead of the count 2 hr. 26| min. = ^-^ hr. Hence the error in the Gre- 
gorian calendar may be found thus : — 

a. -2^ hr. error = 400 yr. @f calendar. 

b. ^ = ^^2 X 400 = ^^ 

c. 24 hr. (1 d.) = 24 X Ht° = 3927-j-='x jr. of calendar. 

It is thus shown that the error in the Gregorian calendar is small, amounting to 
but 24 hours, or 1 day, in 3927^^^ years. 

Elementary Truths. — In 24 hours the whole circle of the earth (360°) 
passes under the rays of the sun. Hence, — 

a. In 24 hours, the earth revolves through 360.° 

b. In 1 hour, the earth revolves through Jj of 360° = 15.° 

c. In 1 min., the earth revolves through -^-^ of 15° = 15.' 

d. In 1 sec, the earth revolves through gL of 15' = 15." 

From these four items of fact matter, the tables for reduction may be made up. 

Different Places East and West Have Different Time.— 

One-haU of the earth is always in darkness, the other half always in the light. But 
the earth turns on its axis from west to east (causing the sun to appeal* to go fi'om 
east to west). That is, in the diagram, "W (morning) rotates up to M (noon), thence 
down to E (evening), thence into the night, and through it again around to morning 
at W. (The reader's head is supposed here to represent the sun.) Therefore places 



SYSTEM ARITHMETIC— GRADE A. 



701 



west of the meridian N S are in the fore- 
noon, and have earlier time than places 
east of N S, which are in the afternoon 
and have the later time. 'Wlien the smi 
is directly over M, at that point it is noon; 
at W, 6 o'clock in the morning; at E, 6 
o'clock in the evening, of the same day. 

Oreenwicli (Eng.) llie 

13ase. — Longitude is reckoned as so 

many degrees (up to 180°), minutes ('), 

and seconds (") east or west of the 

meridian of Greenwich, England. A de- 

gi-ee is 3^g of any circle. Hence 1° of 

the equator = g J-^of 24,899 statute miles 

= 69.16 statute miles. But since the parallels north and south of the equator are 

smaller circles than the equator, 1° of longitude measured on a parallel will be less 

than 1° of longitude at the equator. 




TABLE SHOWING THE CIRCUMFERENCE OF EVERY FIFTH PARAL- 
LEL, AND THE LENGTH OF ITS DEGREES IN ENGLISH MILES. 



Latitude. 


Circumference 
of Parallel. 


Length of Deg. 
of Longitude. 


Latitude. 


Circumference 
of Parallel. 


Length of Deg. 
of Longitude. 


Equator 0° 


24,899 


69.164 


45° 


17,636 


48.988 


5 


24,805 


68.903 


50 


16,030 


44.545 


10 


34,538 


68.120 


55 


14,814 


39.760 


15 


24,056 


66.833 


60 


13,481 


34.669 


30 


33,406 


65.018 


65 


10,552 


29.310 


35 


23,580 


63.731 


70 


8,541 


23.726 


30 


21,581 


59.948 


75 


6,465 


17.957 


35 


20,418 


56.718 


80 


4,338 


12.049 


40 


19,100 


53.055 


85 


2,177 


6.048 


45 


17,686 


48.988 


Pole 90 


0,000 


0.000 



While the prime meridian employed by the Enghsh and Americans is that of the 
National Observatory at Greenwich, the French and German geographers often use the 
meridian of the observatory at Paris. The Americans sometimes use, likewise, that 
of the National Observatory at Washington. Paris is 2° 20' east of Greenwich; 
Washington, 77° 2' 47" west of Greenwich. 

Table of Longitudes. — Since in the equator or any parallel there are but 
860°, and longitude is reckoned both east and west, a place farther west than 180° 
west longitude, wiU be in east longitude, and vice versa. Hence longitude is reckoned 
up to 180° only. In the following table of longitudes, W. = longitude west from 
Greenwich ; E. = longitude east from Greenwich : — 



703 



THE SYSTEM METHOD 



Portland, Me...... ... 

Boston, Mass., 

New Haven, Conn.,. 

New York City, 

Philadelphia, Pa., . . . 

Baltimore, Md., 

Washington, D. C, . . 

Kichmond, Va., 

Charleston, S. C.,. . . . 

Pittsburg, Pa., 

Savannah, Ga., 

Detroit, Mich., 

Cincinnati, O., 

Louisville, Ky., 

Indianapolis, Ind.,. . . 

Nashville, Tenn., 

Chicago, 111 

Mobile, Ala., 

Madison, Vila., 

New Orleans, La., . . . 

St. Louis, Mo., 

Minneapolis, Minn., . 
Des Moines, Iowa, . . . 



LONGITUDE. 



18 W. 
50 " 

a:-, " 

U " 

3 " 

!59 " 



13 



Omaha, Neb., 

Austin, Tex., 

Denver, Col., . , 

Salt Lake City, Utah, . . , 
San Francisco, Cal., — 

Sitka, Alaska, 

St. Helena Island, 

Reykjavik, Iceland,. . . . 
Kio Janeiro, Brazil, . . . 

St. Johns, N. F., 

Honolulu, Sandwicli Is, 

Greenwich, Eng., 

Pans, France, 

Ptome, Italy, 

Berlin, German Emp.,. 

Yienna, Austria, 

Constantinople, Turkc 
St. Petersburg, Kussia, 

Bombay, India, 

Canton, China, 

Pekin, China, 

Manila, Philippine Is.,. 
Sydney, Australia, 



LONGITtTDE. 


O 


' 


II 


95 


50 


14 V/. 


97 


44 


12 " 


104 


53 


33 " 


111 


53 


47 " 


122 


27 


49 " 


135 


19 


42 '-■ 


5 


42 


" 


22 





" 


43 


20 


" 


52 


43 


" 


1.57 


52 


" 








" 


2 


20 


E 


12 


23 


" 


13 


23 


" 


16 


20 


" 


23 


59 


" 


30 


16 


" 


72 


48 


" 


113 


14 


30 " 


116 


26 


" 


120 


30 


" 


151 


11 


" 



Islaiitlers' I>ate tiine. — ^A, traveling east, and B, traveling west, start 
from Greenwich with the same time. But at New York, B tm-ns his watch back to 
agree with New-York time. At San Francisco, lie turns it back again. And, finally, 
at Manila, Philippine Islands, in longitude about 120° east, he turns his watch back 
once more to agree with Manila time. But the Spaniards there reckon Manila time 
from Greenwich west. Now, from Greenwich "west to Manila is (360° — 120°) 240.° 
And — 

1° of longitude = Jj hr. time. 
340° " " = 240 X tV = 16 hr. 

Hence, by Spanish count, Manila time is 16 hr. earher than Greenwich time, and B 
turns his watch back, in aU, 16 hr. 

After the manner of B, at Constantinople, A, who travels east, turns his watch 
up to agree with Constantinople time. At Calcutta, he again sets his watch forward. 
And, finally, at Canton, in longitude about 113° east, he turns his watch forward to 
Canton time. But Canton uses eastern time; that is to say, time reckoned from 
Greenwich east. Now, from Greenwich east to Canton is about 113.° And — 

113° of longitude = 7 hr. 32min. of time. 
Hence, Canton time is 7 hr. 33 min. later than Greenwich time, and A turns his watch 
up, in all, 7 hr. 33 min. Consequently, the difference between A's and B's watches is 
(16 hr. -|- 7 hr. 33 min.) 33 hr. 33 min. That is to say, when B's watch at Manila is 
10 min. past 13 Wednesday morning, A's watch at Canton is (10 min. past 13 Wednes- 
day morning -\- 23 hr. 33 min.) 43 min. past 11 Wednesday night. But 20 min. later, 
B would have (10 min. past 13 -f 20 min.) 30 min. past 13 Wednesday xsioxTATi%, 



SYSTEM ARITHMETIC—GRADE A. 



T03 



while A would have (42 min. past 11 Wednesday night -|- 20 min.) 2 min. past 12 
Thursday morning. B would date a letter " Wednesday^ Oct. 16 ; " A, " Thursday, 
Oct. 17." (The day is here assumed to be a "civil day," beginning and ending at 
midnight, not at sunset, as the Bible would reckon the day to begin and end.) 




Now, after the likeness of the travels of A and B have been the migrations east 
and west toward the Paciiic Ocean. The inhabitants of eastern Asia, Kamtchatka, the 
Japan Islands, the larger portion of the East-Indian Archipelago and Australia, hav- 
ing migrated east from Europe and Asia, use eastern time, that is, time reckoned east 
from Greenwich. On the other hand, the civilized inhabitants of California, the 
Sandwich Islands, and Polynesia, having emigrated from the east westward via New 



704 THE SYSTEM METHOD. 

York, Cape Horn, and San Francisco, use Western time ; that is to say, they reckon 
their time from Greenwich west. Those emigrants coming from the west to the east, 
like A, use Eastern time, which is nearly one day faster than that used by those com- 
ing to the west from the east. 

Thus the islanders' date line is but an approximate division hue between those 
peoples using the Western, or earlier, time, and those using the Eastern, or later, 
time; that is to say, it is merely the general separation line between those peo- 
ples having migratec! eastward to their new homes and those having migrated 
westward to theirs. Since this line serves no other purpose than merely to represent 
to the eye, in a general way, what is the division line between unhistorical islanders 
using different dates, it is quite improperly called an "International" Date Line. 
This hne " differs somewhat from the 180th meridian. It may be traced from Chat- 
ham Islands, lat. 44° S., long. 177° W., and running north and west, keeping on the 
east of New Zealand, New Guinea, and Borneo, running through the Philippines, ap- 
proaching the China coast near Canton, and then bearing off to the northwest [north- 
east] outside the Japanese Islands, passes up through Behring Strait, and terminates 
in the north pole. On the west of this line the date is, in general, just one day in 
advance of what it is on the east." — Olney''s Science of Arithmetic. The map on pre- 
vious page wiU show the location and course of this date line. 

Note.— ^mce it is the prime purpose of this date line to divide the peoples accordingly 
as they actually reckon their dates by the Eastern or by the Western count, it is to be observed 
that it is incorrectly drawn ; for both the Alaskans and the Pitcairn Islanders reckon their 
time by the Eastern (later, or faster) count. Therefore, to be a true line of separ.ition be- 
tween the peoples using these two different counts, at the nortli it should be so deflected to 
the east as to bring Alaska on its west side ; and at the south it should likewise be so deflected 
far back toward the east as to bring Pitcairn Island on its west. See the article, "How Long 
the Day Lasts on the Globe," farther on. 

International Day Line. — But there is another line, which, running 
rom pole to pole through Behring Strait, and coinciding with the circle of illumina- 
tion, marks where each new day takes its start on the earth. This line is truly an 
interesting one to all nations, as locating the arrival and departure of each of the seven 
days of the week, — interesting especially as locating where the sabbath begins, and 
where ship-masters and voyagers are wont to drop or add a day in their reckoning of 
days and dates, according to which way they are sailing. 

If we should leave Indianapolis at noon on Monday, June 1st, and travel west- 
ward around the earth, keeping pace with the sun, the day would be to us Monday, 
June 1st, till we pass entirely around and return to Indianapolis, where the home peo- 
ple would be calling it Tuesday, June 2d ; and observe that our Monday noon would 
continue 24 hours, and Monday noon would change to Tuesday noon, when we arrived 
home, without an intervening night. And in like manner, however long we might be 
in passing around the earth from east to west, our count after returning, unless we add 
a day at the Day Line, would be one day behind the home people's count. On the 
contrary, if we pass around the earth from loest to east., our reckoning of days and dates, 
unless we subtract a day at the Day Line, comes out one day in advance of the correct 
count, as kept by our home people. 

Now this error of the voyager's is caused by his failure to make the change in 
his count when, in his voyage, he reaches the Day Line — caused by his ignorance in 
not knowing when (because of his sailing out of the old day into the territory of the 



SYSTEM ARITHMETIC— GRADE A. 705 

new day) he should change his count. And before he may know where to change his 
count, he must understand, of course, where and what such Day Line is. "Ship- 
masters actually change their count at [or about] the 180th meridian from Greenwich, 
to accord with these facts. Thus, were you going from California to Canton, China, 
and crossed the 180th meridian on Monday, you would see posted in conspicuous 
places on the ship an announcement that, having crossed the 180th meridian, the date 
is changed from Monday to Tuesday. So, likewise. If you were returning from Canton 
to San Francisco, and should cross this meridian on Monday, you would see a notice 
of change of date to Sunday." 

Why the true Day Line cannot be identical with the date Une which separates the 
two different counts of dates used by the eastern Asiatics and some of the islanders 
of the western Pacific Ocean, it is easy to understand ; for that date line is so far de- 
flected to the west at the Philippine Islands as to bring it out of coincidence with the 
circle of illumination. Suppose the circle of illumination (i. e., the Day Line, the 
circular line that marks the division between the day and the night halves of the globe) 
coincides for a distance, with this date line, at Chatham Island (see the date line 
map, page 703) : it could not, then, coincide with it farther north, in the central 
Pacific ; for this Day Line, dividing, as it does, the illuminated half of the earth 
from the unlighted half, must run, in general, very nearly directly north and south. 
(Refer to any astronomy or physical geography, article " Circle of Illumination.") 

Why this international Day Line should be located in the Pacific Ocean, and pass 
through Behring Strait, near the ISOth meridian from Greenwich, may be under- 
stood by him who wiU attend carefully to these considerations : — 

Sunset, midnight, sunrise, and midday come from the east and go around the 
earth fi'om east to west; which fact is well known even to school children. Since 
these phenomena go on and on, in this order, round and round the earth, in a 
never-ceasing circuit, — since there can be no question about the fact that sunset, 
midnight, sunrise, and midday come in this order as to time, and travel thus around 
the earth from east to west, — the only question is, Where is that " east " from which 
they start ? Since these phenomena start in and come from the east, the only ques- 
tion is. Where is that "east" ? Now, there are three weU-known and universally- 
received facts by which we determine where that " east " is, in which these phenom- 
ena of each day and night take their start on the earth : — 

1. Sunset, midnight, sunrise, etc., travel on the earth from east to west; for 
they are things that foUow with the sun. 

2. These phenomena began before the world was discovered to be round, — be- 
gan when the earth was supposed to be flat, — and when North America and South 
America were unknown to the civilized world. 

3. Mankind, the reckoners of these phenomena, originated in Asia; for there 
philology and aU history, sacred, profane, and geological, place the cradle of the race. 

Neither of these three statements needs any argument to establish it as fact. 
The first is well known even to school children. As to the truth of the second state- 
ment, it may be remarked that it was not till 1520 after Christ that, by Magellan's 
circumnavigation, the world was proven to be round. Thus M'e see that sunset, mid- 
night, sunrise, and midday had been taking their start out of this " east," over and 
over again, as each new day came upon the earth, for a period of about five thousand 
45 



706 THE SYSTEM METHOD. 

years previous to Magellan, during the whole of which time the earth was supposed 
by all mankind to be flat. We come, therefore, squarely to the question thus : To 
this early people living in Asia on aflat earth, what would he that '■^ east ''^ from which 
the sun comes — rises ? 

Now give heed : this indefinite east could have been nowhere 07i land in eastern 
Asia ; for, as surely as any of these early Asiatics ever attempted to find the sun on 
the land by journeying to it, he found naught but that the sun was still farther in 
the east ; just as men now know that when a man journeys east to find the rainbow, 
he finds naught but that the rainbow is — wt the east. Thus, since the sun was seen 
to come from farther east than the land extended, — since sunrise, midday, sunset, etc., 
came from an east beyond the land, — the only thing that could be known was that 
they started from somewhere in the watery east. Therefore, the source from which 
the days and nights came to our early Asiatic forefathers was the watery east of the 
Pacific Ocean. And mark you, it was because the Creator placed original man in 
Asia that the days in Asia, on a supposed fiat earth, thus came to man from the 
watery east, the Pacific Ocean. Had he placed original man in North America instead, 
these phenomena would have first appeared, not in the Pacific, but in the Atlantic, 
Ocean. Thus it is that the providence of God has located the beginnings of days 
pnd nights in the Pacific Ocean, whence they go westward around the earth. 

Therefore sunset, midnight, sunrise, and noon could not take their start west- 
ward on the earth from any point west of Behring Strait. Plainly, therefore, since 
they could not have begun their journey on this flat earth from any point west of 
Behring Strait, and since they go on the earth from east to west, they (and with 
them the day) came to central and western Asia from extremest eastern Asia ; from 
western Asia to Europe and western Europe ; and in the same way it was that they 
crossed the Atlantic Ocean to America; for, started westward, they could jiot go 
otherwise. 

That this reckoning of days and dates did start in the east of Asia, is as certain 
and as plain as that mankind, the day reckoners, did start in Asia and see their sun 
rise in the far and uncertain watery east. Thus it was sabbath in eastern Asia before 
it was sabbath in western Asia; sabbath in western Asia before it wits sabbath in 
western Europe ; and in the same way, on this flat earth previous to Magellan, it was 
sabbath in western Europe before it was sabbath in eastern America ; and similarly 
stiU, from east to west, it was sabbath in eastern America before it was sabbath in 
western America. And now mark, since sabbath came from the east to the west, — 
came on this flat earth from Asia to America, as mankind know,— it could not come 
from America to Asia. Why could not this sabbath reckoning have come westward 
from America to Asia? — Answer: Because on the flat earth there was no America 
east of Asia from which it could come. America was then a thing unknown, and a 
thing unlmown to mankind is to mankind nothing. (See pages 75-77.) So far as 
mankind are concerned, the appearances called sunset, midnight, sunrise, etc., each 
came from where God caused it first to appear to mankind ; namely, from the Pacific 
Ocean east of Asia. This appearance, called " day," was first seen, — was first an ap- 
pearance, — not in America, but in Asia; for it was originally brought to America by 
sailors from Europe, whither it came originally from Asia, as aU history and philology 
attest. The stalling sabbath did not, therefore, strike the earth at any point east of 
Behring Strait. But we have already seen that it did not first strike the earth at any 



SYSTEM ARITHMETIC— GBADE A. ^QT 

point west of Behring Strait ; it did, therefore, take its start fi-om a circle of illumi- 
nation running north and south through Behring Strait and the Pacific Ocean. And 
it may be observed that since the circle of illumination, bringing with it any new day, 
occurs earliest in the morning and latest in the evening where the days are the long- 
est, of those people living at the west side of this watery Day Line, they will see and 
count any new day first who live farthest north and south. There are two periods 
only, in each year, when the Day Line runs directly north and south — the two 
equinoxes. 

Where Do the Sabbath, STew Tears, etc., Begin and 
End ? — The day begins at the west side of the Day Line, and ends at the east side 
of the Day Line. (See the article " International Day Line " next above.) 

How Far the Day Stretches on the Globe.— It is now Sun- 
day, say, at Cincinnati : where on the globe does that Sunday begin and end, and 
what day of the week stretches over the remaining portion of the globe ? Answer : 
It is Sunday back toward the east from Cincinnati tiU we reach the location where it 
is midnight ; beyond that point, east to the Day Line, it is Monday, and it is Sunday 
also from Cincinnati west to the Day Line; for, by the usage of all time-reckoning 
nations (the Philippine Islands, Pitcairn Island, and Alaska excepted), in reckoning 
their days and dates from Asia, the cradle of the time reckoners, the time is to be 
counted later eastward and earlier westward till we reach the watery Day Line. 

How Long the Day Lasts on the Crlobe. — Since the day begins 
on the west side of the Day Line just twenty-four hours before it ends there, and 
since on the east side of the Day Line the day does not begin tiU when it ends on the 
west side, therefore, by the proper reckoning, each of the seven days should linger on 
the earth for just forty-eight hom's. But because the Pitcairn Islanders and the 
Alaskans, who came to their homes from west of the Day Line, have been derelict in 
rightfully dropping a day; and because the Spaniards of the Phihppine Islands, who 
came to their island home from Spain westward by May of Cape Horn, have been 
dereUct in rightfully adding a daj', — because of these derelict acts, the day, as counted 
by them, lingers upon the earth for the space of about 55 hours ; because it ends by 
their count in Pitcairn Island and Alaska about 31 hours before it begins in Phil- 
ippine Islands — where, of course, it lasts 34 hours. - 

The Day One and the Date Line in Computations. — We 
have already seen how each old day ends and each new day begins along a line (the 
circle of illumination) running north and south through Behring Strait and the Pa- 
cific Ocean. Therefore the correct method of reckoning the time east and west be- 
tween difEerent places on the round earth, will be as foUows : — 

a. Longitude is not reckoned for more than 180° either east or west. 

b. The time is later eastward as far as the international Day Line. 

c. The time is earlier westward as far as the international Day Line. 

d. A place immediately east of the international Day Line is 24 hours earlier iu 
time than a place immediately west of it. 

e. In questions involving places separated by the Day Line, the time must be 
reckoned the long way around. 

f. In questions involving places not separated by the Day Line, the time must be 
reckoned the short way around. 



Y08 THE 8T8TEM METHOD. 

g. The earth turns from west to east (causing the sun to appear to travel west). 

h. East and west are continuous circles (not straight lines) following the paral- 
lels and the equator. 

Exception. — But to this providential practice, as here stated and as generally ob- 
served by the nations of the earth, the Philippine Islanders, the Pitcairn Islanders, 
and the Alaskans count themselves exceptions; since the last two of these peoples 
count the day now to begin (or first appear), not where it first appeared (namely, 
eastward, beyond aU land, in the Pacific) , but with themselves ; and the Philippine 
Islanders reckon it to begin just westward of themselves, in China. Therefore, while 
rules a to f above are regularly to be used in aU cases, yet to find the time for these 
three peoples as actually counted by them, we shall have to remember that while the 
Philippines use Western time, both the Alaskans and the Pitcairn Islanders use East- 
ern time. The following problem involves this exception : — 

ProUem. — ^When it is 30 min. 2 sec. past twelve Wednesday morning, October 
16, at Manila, Philippine Islands, what is the time at Canton? 

Between Canton and Manila the short way, are of longitude (120° 30' — 113*^ 
14' 30") 7° 15' 30". The long way around is (360° — 1° 15' 30") 352° 44' 30." 
But- 
Short way = 7° 15' 30" = 29 min. 2 sec. difE. in time. 

Long way = 352° 44' 30" = 23 hr. 80 min. 58 sec. difE. in time. 

Hence, when it is 30 min. 2 sec. past twelve Wednesday morning at Manila, at 
Canton — 

a. Counting short way, it is 30 min. 2 sec. past 12 Wednesday morning — 29 
min. 2 sec. = 1 min. past twelve Wednesday morning. 

b. Counting long way, it is 30 min. 2 sec. past 12 Wednesday morning -\- 23 hr. 
30 min. 58 sec. = 1 min. past ttvelve Thursday morning. 

The results thus differing 24 hours, it is an important question of fact which is 
right. Let it be perceived that in determining the time as reckoned by any given 
place, it must needs be known whether that place reckons its time from Greenwich 
east, or from Greenwich west; that is, whether it uses "Eastern " or " Western " time. 
In this problem, since Philippine Islanders use Western time, and the people of China 
Eastern time, we reckon the greatest difference between Manila and Canton, finding 
the time at Canton to be properly 1 minute past 12 Thursday morning. 

Let not the student fail to note that Canton, though 7° 15' 30" west of Manila, 
has nevertheless later time, a truth directly confuting the usual but pernicious doctrine 
of the arithmetics that, of two places, that has the later time which is farthest east. 

IVaTlgators at Sea. — To determine the longitude at sea, navigators take 
with them a chronometer (an accurate time-keeper) set to give the time of Greenwich. 
They first ascertain the time for the point they are at by observing the sun with the 
sextant. The difference of time between the chronometer and the point of observation, 
reduced to longitude, gives the distance east or west of Greenwich. 



-^^M^^^ 



SYSTEM ARITHMETIC— QB ABE A. T09 

LONGITUDE AND TIME. 

CLASS II PROBLEMS. 

Note 1. — For solutions to a number of class II problems, in longitude and time, 
see " Class II Problems," page 663, Work Book No. 22. 

Note 2. — For why class I problems (problems in which we are to find the longi- 
tude) of longitude and time are to be taught before these class II problems are taught, 
and in the lower grades, as an empirical process, see note under "Longitude and 
Time," page 661, Work Book No. 22. 

1. The distance from Boston to Chicago is about 843 miles. 
When it is noon at Boston, what is the time at Chicago, a degree 
of longitude at Boston containing about 51 miles? 

a. 51 mi. = 1° 
b 1 " = -1-° 

"• ^ — 5 1 

c. 843 " = 843 X ^ = 16ja^.° 
a. 15° = 1 hr. 
b 1° = J- 

^- ^ 15 

c. 16^° = 16^ X tV = llii'- 6min. TJ^^sec. \—Ans. 

X. 12 m. — ■ 1 hr. 6 min. 7Jy sec. = 10 hr. 53 min. 52l|- sec. a. m. 

Solved by Ella Miller, John Comer, and Alva Van Evera. 

2. How much later does the sun set at San Francisco than at 
Philadelphia ? 



X. 


122° 27' 49" — 75° 9' 3" = 47° 


a. 


15° = 1 hr. 


b. 


1° = JL 

^ 15 


c. 


47° = 47 X JL. = 3 hr. 8 min. 


a. 


15' = 1 min. 


b. 


1' — 1 

^ — 3-5 


c. 


18' = 18 X -jig- = Imin. 12 sec. 


a. 


15" = Isec. 


b. 


1" = J- 

^ 15 



c. 46" = 46 X jig- = 3J5 sec. [sec. — Ans. 

y. 3hr. 8 min. + Imin. 12 sec. + 3JLsec. = 3hr. 9 min. 15Jg 

Solved by David Kelley, Emma Higliley, and Wm. Miller. 

3. When it is 3 A. m. at Omaha, longitude 95° 56' 14" W., what 
is the time at Bombay, 72° 48' E.? 

X. 95° 56' 14" + 72° 48' = 168° 44' 14" diflf. of long. 

a. 15° = 1 hr. 

b. 1° = tV 

c. 168° = 168 X tV = 11 ^^- 12 min. 



YlO THE SYSTEM METHOD. 



a. 


15' = 1 min. 


b. 


V=-h 


c. 


44' = 4-4 X tV = 2 E 


a. 


15" = Isec. 


b. 


1"=!^ 


c. 


14" = 14 X 3L ^ i4 



sec. [p. M. — Ans. 

J. 3 A. M. + 11 hr. 14 mm. 56^4 sec. ■= 2hr. 14 mm. 56i|^ sec. 

Solved by Henry Peterson, Olive Morris, and J. A. Macy. 
2;fote. — Since Bombay is east of the starting point, the meridian of Greenwich, 
and Omaha is west of the same point, the difference of longitude between these two 
places is the sum of their distances from the common starting point (95° 56' 14" ~\- 
72° 48' = 168° 44' 14"). The time at Bombay is later than at Omaha, since the 
day reaches Bombay first, and travels thence westward to Omaha. (See the article, 
"International Day Line," p. 704.) 

4. When it is five minutes after four o'clock on Sunday morning 
at Honolulu, 157° 52' minutes W., what is the hour and day of 
the week at Sydney, Australia, 151° 11' E.? 

X. 157° 52' + 151° 11' = 309° 3' diff. of long, 
a. 15° = 1 hr. 



20 hr. 36 min. 



= 12 sec. [12 sec. a. m. Mon. — Ans. 

5 min. A. m. Sun. + 20 hr. 36 m.in. 12 sec. = 41 min. 

Solved by Lizzie PeifEer, Henry Peterson, Charles Mason, and Daniel Dwyer. 

5. When it is 6 A. m. Tuesday, at Pekin, China, 116° 26' E., what 
is the time at San Francisco, 122° 27' 49" W.? 

X. 116° 26' + 122° 27' 29" = 238° 53' 29" diff. of long. 

a. 15° = 1 hr. 

b 1° = -L 

c. 238° = 238 X tr = ^5 hr. 52 min. 

a. 15' = 1 min. 

c. 53' = 53 X tV = 3 rain. 32 sec. 
a. 15" = 1 sec. 

c. 29" = 29 X Jt^ = Ifl sec. [26 J-^ sec. p. m. non.— Ans. 
y. 6 A. M. Tues. — 15 hr. 55 min. 33i| sec. = 2 hr. 4 min. 

Solved by Harry Littler, Eugene Albaugh, W. 11. Childs, and Katie Welch. 
Note. — The time at San Francisco is earUer than at Pekin, because the day 
reaches Pekin first and travels thence westward to San Francisco. 



b. 


1° = J- 

^ 15 


c. 


309° = 309 X 3^ 


a. 


15' =1 min. 


b. 


^ 15 


c. 


3' = 3 X T-V = 

X 


J- 


4 hr. 5 min. A. m. 



SYSTEM ARITHMETIC— GRADE A. YH 

DATE-LINE PROBLEMS. 

1. The longitude of Marshall Island is 145° E.; of Tokio, Japan 
Islands, 141° E. When it is 3 p. m. Wednesday at Marshall Is., 
what is the time at Tokio? 

X. 360° — (145° — 141°) = 356° ditf. of long. 

a. 15° = 1 hr. 

b 1° = JL 

c. 356° = 356 X -Jg- = 23 hr. 44 min. diff. of time. \—Ans.^ 

J. 3 p. M. Wed. + 23 hr. 44 min. = 2 hr. 44 min. p. m. Thurs. 

Solved by Robert Knott, J. A. Nebergall, and Hattie Johnston. 

Kote. — These two places, though both in east longitude and only 4° apart, 
have their diiference in time reckoned the long way around, since they are on oppo- 
site sides of the date line. The distance the long way around is what remains of the 
circle of 860° after 4° are subtracted. 

2. When it is 6 A. M. Tuesday at Sydney, Australia, longitude 
151° ir E., what is the time at Mindanao, Philippine Islands, lon- 
gitude 124° E.? 

X. 360^ + (151° 11' — 124°) = 387° 11' diff. of long, 
a. 15° = 1 hr. 
b 1° = J- 

"• ^ 15 

c. 387° = 387 X iV = 25 hr. 48 min. 

a. 15' == 1 min. 
b 1' = -i- 

"•-^15 

c. 11' = 11 X J^ = 44sec. 

y. 6 A. M. Tues. — 25 hr. 48 min. 44 sec. = 4 hr. 11 min. 16 
[see. A. M. Mon., time at Mindanao. — Ans. 

Solved by Hattie Dickey, Lulu Nebergall, Fannie Van Bibber, and Cora Cox. 

Note. — If Mindanao were on the same (west) side of the date line as Sydney, the 
difEerence of longitude between the two places would be 27° 11', and the time at 
Mindanao would be 1 hr. 48 min- 44 sec. earlier than at Sydney. But Mindanao 
being on the opposite (east) side of the date line, its time is 24 hr. earlier than if it 
were in the same longitude on the west side of the date line. Mindanao time is 
therefore (1 hr. 48 min. 44 see. -j- 24 hr.) 25 hr. 48 min. 44 sec. earlier than Sydney 
time, and the difference of longitude between the two places is thus seen to be 360° 
-f 27° 11' = 387 ° 11.' 

3. The longitude of Yeddo, Japan Is., is 140° E. ; of Kalagan, 
Philippine Is., 126° 30' 50" E. When it is 11 hr. 55 min. p. m. Sun- 
day at Kalagan, what is the day and hour at Yeddo? 



Y12 THE SYSTEM METHOD. 

X. 360° + (140° — 126° 30' 50") = 373° 29' 10" diff. of long, 
a. 15° = 1 br. 
b 1° = -J- 

U. 1 J 5 

c. 373° = 373 X yV = 24 br. 52 min. 
a. 15' = 1 min. 

b. 1' = yV 

c. 29' = 29 X Jg- = 1 niin. 56 sec. 

a. 15" = 1 sec. 

^- 1" = iV 

c. 10" = 10 X tV = I sec. 

y. 11 br. 55 min. p. m. Sun. + 24 br. 53 min. 56| sec. = 48 
[min. 56| sec. A. m. Tues. at Yeddo. — Ans. 

Solved by E. A. Holling, Jennie Drake, Wm. C. Frampton, and Emma Vale. 
Note. — This problem is precisely like the one above it, except that the place at 
which the time is given is on the east, instead of the west, side of the date line. If 
Yeddo were on the east side of the date line, the difference of longitude between the 
places would be 13° 29' 10,'' and the time at Yeddo would be 53 min. 56| sec. later 
than at Kalagan. But Yeddo is on the west side of the dateline; its time, therefore, 
is 24 hr. later than if it were in the same longitude on the east side. The time at 
Yeddo is therefore (53 min. 56| sec. -\- 24 hr.) 24 hr. 53 min. 56 1 sec. later than at 
Kalagan ; and the difference in longitude between the two places is (360° -\- 13° 29' 
10") 373° 29' 10". 

4. Tbe longitude of Palawan, Pbilippine Islands, is 118° 40' 
E.; of Auckland, New Zealand, 174° 17' E. Wben it is 10 
min. 23 sec. a. m. Tuesday at Auckland, wbat is tbe time at Pala- 
W^an? 

X. 360° + (174° 17' — 118° 40') = 415° 37' diff. of long, 
a. 15° = 1 br. 

c. 415° = 415 X ^5 = 27 br. 40 min. 
a. 15' =1 min. 
b r = J- 

"• -^ 15 

c. 37' = 37 X -Jg = 2 min. 28 sec. 

y. 10 min. 23 sec. a. m. Tues. — 27 br. 42 min. 28 sec. = 8 
[br. 27 min. 55 sec. p. m. Sun. at Palawan. — Ans. 

Solved by Amia Brammier, John Miller, and John Comer. 
See note under problem 2. 

5. Tbe longitude of Yenua Leon, Feejee Is., is 178° 30' E.; of 
Tananarivo, Madagascar Island, 47° 28' 20" E., Wben it is 4 p. m. 
Monday at Yenua Leon, wbat is tbe time at Tananarivo? 



SYSTEM ARITHMETIC— GRADE A. 713 



X. 


360^ 


— (178° 30' 


— 47° 28' 20") = 


228 


° 58' 20' 


diff 


of 


a. 


15° 


= 1 hr. 












[long 


b. 
c. 


1° 

228° 


_ 1 

— rg" 

= 228 X yL -- 


= 15 hr. 12 


min. 










a. 


15' 


= 1 mill. 














b. 
c. 


1' 

58' 


— 1 

= 58 X xV = 


3 min. 52 sec. 










a. 


15" 


= 1 sec. 














b. 
c. 


1" 

20" 


1 

— T5" 

= 20 X tV = 


1^ sec. 


[53J 


-sec. 


A. M. Tues. 


— Ans 


y- 


4 p. 


M. Mon. + 15 hr. 15 min. 


531^ 


sec. 


= 7hr. 


15 


min. 




Solved byE. 0. Burnside 


, W. F. Hoskins 


and Lincoln 


Wright. 






note under problem 1. 















COMPOUND PROPORTION. 

1. If it requires 13500 bricks to build a wall 200 ft. long, 20 ft. 
high, 16 in. thick, each brick being 8 in. long, 4 in. wide, and 2 in. 
thick, how many bricks, each 10 in. long, 5 in. wide, and 3.5 in. 
thick, will be required to build a wall 600 ft. long, 24 ft. high, and 
20 ft. thick ? 

a. Wall 200 ft. long, 20 ft. high, 16 in. thick; brick 8 in. long, 4 in. wide, 2 in. thick 

[=13500 bricks. 

b. " 1 u 1 " 1 " " 2 " 1 " 1 " 

r L3.5 0b.x8x4x2 m f; hrint* 

L :i 0X2 0X16" ^"^-^ UllUlb. 

c. " 600 " 24 " 20 ft. " " 10 " 5 " 3.5 " 

|-_ i3_.^|0|x|4„x_2^j. _ 266605f bricks.— Jns. 

Explanation: Reasoning from Many to One. 
1. If a wall 200 long requires 13500 brk., one 1 long will require fewer; hence divide by 200. 

" " " " 20. 

" " " 16. 

" more; " multiply " 8. 
" " " " " 4. 

" " " " " 2. 

We now have 13.5 bricks, the number required to build a wall 1 ft. long, 1 ft. high, 1 in. 
thick, each brick being 1 in. long, 1 in. wide, and 1 in. thick. 

2d step : Reasoning from One to Many. 

7. If a wall 1 long requires 13.5 brk., one 600 long will require more ; hence multiply by 600. 

24 high " " " " " " 24. 

240 thick " " " " " " 240. 

10 long " " fewer; " divide " 10. 

5 wide " " " " " " 5. 

3.5 thick " " " " " " 3.5. 



2. If a " 20 high 


13500 " 


" 1 high 


3. If a " 16 thick 


' 13500 " 


" 1 thick 


4. If bricks 8 long 


' 13500 " 


" 1 long 


5. If " 4 wide ' 


13500 " 


" 1 wide 


6. If " 2 thick 


13500 " 


" 1 thick 



8. If a "1 high 


13.5 


9. If a "1 thick 


13.5 


10. If bricks 1 long 


13.5 


11. If " 1 wide 


13.5 


12. If " 1 thick 


13.5 



'j'14 THE SYSTEM METHOD. 

Note 1. — For a shorter solution and explanation of this problem, see farther on, 
page 717. This shorter solution is but the system, or 3-step, solution above shortened. 
It is, if you please, a method of going through this 3-step solution at a "hop, step, 
and jump," since by it we jump over the b step, passing directly from "200 ft. long" 
to "600 ft. long," from " 20 ft. high " to "24 ft. high," from " 16 in. thick" to "20 
ft. thick," etc., thus omitting the step by which the 3-step solution reasons down to 
the unit one, the measuring instrument. This hop-step-and-jump process of going 
through the 3-step solution may be practiced in the school-room or in business, for 
the sake of obtaining quick results, by those who have already learned to walk steadily 
through the 3-step solution; but no hop-step-and-jump, or "lightning," process is to 
be learned except after, and as the result of, a thorough familiarity with the walking 
process of the system method — because of the very fact that every such quick process 
is but the same thing as the system method expedited by some hop-step-and-jump 
device to shorten things. 

Note 2. — Answer 'Found in Second Member. The denomination desired in the 
result should always be placed in the second, or right-hand, member of the equation ; 
for, in the 3-step solution, we reason to that which is the denomination of the answer, 
a.nd from aU other terms. But we think and reason in words, and we read the words 
from left to right. Therefore, the quantity to which we read and reason (the denom- 
ination of the answer) must be placed at the right. 

Let it be observed that in every proportion problem there is one, and but one, 
number which is of the same denomination as is required in the answer; and let it 
be well known that, in solving any problem in proportion, this number must always 
be written as the right-hand member of the first equation. Thus, in the problem 
above, the denomination required in the answer is bricks, and the only number given 
in the problem of that denomination is 13500 ; which number is, accordingly, writ- 
ten as the right-hand member of the first equation, as the " base term " from which 
the solution proceeds. Thus, in solving the problem above, the first thing to do is 
to find this base-term number which is of the same denomination as the answer re- 
quired. Having found this number to be 13500 bricks, we then ask which of the 
two sets of numbers (for there are just two sets in every compound-proportion prob- 
lem) belongs with the 13500 ; and it is easily seen that it is not the " wall 600 ft. 
long, 24 ft. high, 20 ft. thick, brick 8 in. long, 4 in. wide, 2 in. thick " that contains 
the 13500 bricks, but that it is the " wall 200 ft. long, 20 ft. high, 16 in. thick, 
brick 8 in. long, 4 in. wide, 2 in thick " which contains, or equals, the 13500 bricks. 
(See equations a and c of the solution above.) 

Note 3. — The all-important thing in beginning any new arithmetical subject is 
to have the student see how to use what he has already learned; for absolutely all 
problems belonging to the system of arithmetic are, by the system method, solved in 
the same way — by the 3-step solution, repeated or unrepeated. See " Complete 
Scheme of Solutions,' page 644. See also page 650, where it is shown that the prob- 
lem above may be solved in six 3-step solutions, and that the solution above is but 
the same thing as the 3-step solution repeated six times. 

2. "What is the weight of a block of granite 8 ft. long, 4 ft. wide, 
and 10 in. thick, if a similar block 10 ft. long, 5 ft. wide, 16 in. 
thick, weighs 5200 lbs.? 



SYSTEM ARITHMETIC— GRADE A. 715 

a. Block 10 ft. long, 5 ft. wide, 16 in. thick = 5200 lbs. 

b. II 1 " 1 " 1 " = ff^sl-T"? = 6.5 lbs. {Ans. 

c. " 8 " 4 " 10 " = 6.5 lb. X 8 X 4 X 10 = 2080 lbs.— 

Solved by Albert Peterson and Eugene Albaugh. 

3. If a vat 16 ft. long, 7 ft. wide, and 15 ft. deep holds 384 
bbls., how many bbls. will a vat 17J ft. long, lOJ ft. wide, and 13 
ft. deep hold? 

a. Vat 16 ft. long, 7 ft. wide, 15 ft. deep = 384 bbls. 

all i — Ts^T'lF — 35 ""^°- 

c. " ITJL " 101^ " 13 " = ■§-^%%5|2jjLi_3 =546 bbls. — Ans. 

Solved by B. E. Reynolds and Minnie Nation. 

4. How many men will be required to dig a cellar 45 ft. long^ 
34.6 ft. wide, and 12.3 ft. deep in 12 d. of 8.2 hr. each, if 6 men can 
dig a similar one 22.5 ft. long, 17.3 ft. wide, 10.25 ft. deep in 3 d. 
of 10.25 hr. each? 

a. CeUar 22.5 ft. long, 17.3 ft. wide, 10.25 ft. deep; 3 d., 10.25 hr. = 6 men. 

1, u 1 il 1 U 1 U 1 U 1 U 6pn.i3il0._2_5 

D- 1 i i J- J- 22-5xl7-3xl0.23^ 

[= ?/.2 5 men. 
c. " 45 " 34.6 " 12.3 " 12 " 8.2 " ='-°fi\'|*ffi.'^^ 

[= 9 men. — Ans. 
Solved by Lizzie Peiffer and E. B. Reynolds. 

5. If 27 men, in 28 d. of 10 hr. each, dig a trench 126 yd. long, 
21 yd. broad, 1^ yd. deep, how long a trench 2% yd. wide. If yd. 
deep, will 56 men dig in 25 d. of 8i hr. each ? 

a. Trench 2.5 yd. wide, 1.5 yd. deep; 27 men, 28 d., 10 hr. = 126 yd. long. 

b. "1 " 1 " 1 " 1 " 1 " = TJiAf^'^Y^f:^^^LL5. _ 

[.0625 yd. long. 

C. " 2.75 " 1.75 " 56 " 25 " 8.25 " ==.0625y|._...|5|_x^2_5^£8^5_ 

[= 150 yd. long. — Ans. 
Solved by Wm. H. Covell and R. J. Million. 

6. If 6 men in 4 m., working 26 d. for a month, 12 hr. a day 
set the type for 24 books of 300 pp., 60 lines to a page, 12 words to 
a line, 6 letters to a word, in how many months of 24 d., 10 hr. a 
day, can 8 men and 4 boys set type for 10 books, 240 pp. each, 52 
lines to a page, 16 words to a line, 8 letters to a word, 2 boys being 
equal to one man ? 

a. 6 men, 26 d., 12 hr. ; 24 bks., 300 pp., 60 lines, 12 words, 6 letters = 4 m. 

b. 1 " 1 " 1 " 1 " 1 " 1 " 1 " 1 " = 

r 4o>o-X6x2 6Xl 2 13-;^ 

L2?!l3 03i6 0XTZxi' ■^^oO'ff 

c. 10 " 24 » 10 " 10 " 240 " 52 " 16 " 8 " = 

ri 3n>.xl 0x240x5 2X1 6x8, 1 fi_l m ^„„ 

L — 54000X10x24x10 — — i.D-f- m. ^ns. 
Solved by Minnie Jennings and Lottie James. 



Y16 TEE SYSTEM METHOD. 

7. If 18 pipes, each delivering 6 gal. per minute, fill 2 cisterns 

in 2 hr. 16 min., how many pipes, each delivering 20 gal. per minute, 

will fill a cistern 11 times as large as the first cisterns, in 3 hr. 24 

min.? 

a. 3 Cisterns, 136 min., 6 gal. per min. = 18 pipes. 

\) \ (i 1 " 1 " " = i8p.x i3Gxfi — 7344 

c. 7| " 204 " 20 " " = iA^fh^ = 131 pipes.— ^«s. 

Solved by Emma Vale and J. W. Nation. 

8. How many half eagles, each weighing 5 pwt. 9 gr. and made 
of gold ^ pure, are equivalent to 1000 English sovereigns, each 
weighing 5 pwt. 3.274gr. and made of gold ii pure? 

a. Coins \\ pure, of 123.274 gr. each = 1000 pieces. 

b. " l(orif)" " 1 " " = jmio.fcx^. x 12 3.274 ^ 1130011. 

„ u 9 u u 1 on u u — 6_7aO_0 7JLLQ — q7Q1076 J„„ 

Solved by Wm. F. Hoskins, Hattie Hurd, and Frank S. Smith. 

Explanation. — A given amount of gold wiU make a less number of coins j| pure 
than if the coins are made only W pure; hence multiply by 11 and divide by 12. 
The same gold will make a greater number of coins of 1 gr. each only, than if each 
coin contains 123.274 gr. : it will make 123.274 times as many coins; hence multiply 
by 123.274. We thus get, by canceling, the number of coins produced from a given 
amount of gold when each coin contains 1 gr. only, and is made pure. 

Second Step : This given amount of gold will make a greater number of coins 
only Y^^ pure than if the coins are made ^| pure — a number of coins ^-^- times greater; 
hence multiply by -L"-, that is, multiply by 10 and divide by 9. And, finally, this gold 
will produce a less number of coins of 129 gr. each than if each coin contains only 
Igr. : it will produce a number of coins 129 times less; hence divide by 129. Thus 
performing this second cancellation, we get for the correct result 973^||| coins, or 
half eagles. 

9. If the use of $3750 for 8 m. is worth |68.75, what sum is that 
whose use for 2 yr. 4 m. is worth $250 ? 

a. 8 months' use, $68.75 interest = $3750 principal. 

\) 1 " "1 " = $3750 P- X 8 __ :i8. 

c. 28 " " 250 " = ^.VtV2¥- = $3896.10. 

Solved by I. C. Gary, A. J. Paden, and D. tV. Cook. 

Explanation. — One month's use only, would require a greater principal to produce 
a given amount of interest than 8 months' use : it would require a principal 8 times 
greater; hence multiply by 8. It would require a less principal to produce $1 only, 
in a given time, than to produce $68.75; hence divide by 68.75. Then, by cancehng, 
we ascertain that it requires S.ff principal to produce $1 interest in 1 month. 

Second Step : 28 months' use would require but ^\- as great a principal to pro- 
duce a given interest, as 1 month's use would require; hence divide by 28. And, 
finally, $250 of interest produced, M'ould require 250 times as great a principal as it 
requires to produce but $1 interest; hence multiply by 250. 



SYSTEM ARITHMETIC— ORADE A. 71 Y 

10. What sum of vaonQj \B ih.aX whose use for 3yr. at 4i^, is 
worth as much as the use of $540 for 1 yr. Sm., at 7%? 

a. 20 months' use, at 7^ = $540 principal. 

b. 1 " " « 1 = $540 X 20 X 7 

c. 36 " " " ^ = ^4^H^^^ = $4:66M^.—Ans. 

Solved by Kittie Wilson, J. C. Games, and Barney Stecker. 

Explanation. — One month's use would require 20 times as great a principal to 
produce a given amount of interest as 20 months' use; hence multiply by 20. And 
one per cent would require 7 times as great a principal to produce a given interest as 
Ifo would require; hence multiply by 7. 

Second Step : 36 months' use, and at f % , would require 3L and | as great a 
principal to produce a given interest as 1 month's use and at Ifo ; hence divide by 
36 and | ; that is, multiply by -j^- and |-. 

11. If 15 men cut 480 sters of wood in 10 d. of 8hr. each, how 
many boys will it take to cut 1152 sters of wood, only I as hard, in 
16 d. of 6 hr. each, provided that while working, a boy can do only 
|- as much as a man, and that -l- of the boys are idle at a time 
throughout the work? 

a. 480 sters, 10 d., 8 hr., -| hardness, | working capacity, |- acting force = 15 workers. 

]j 1 " 1 " 1 " i " 1 << « i " » 

[-i5^is2|_i_o x^LiAAA = 6 workers. 
c. 1152 " 16 " 6 " f " f " " f " " = 

L^f-x-f W-H- = 24 workers.— JLws. 
Solved by Wm. E. Haskell, Mina Federlin, and Fred Wyman. 

The System Solution Shortened.— In note 1 to solution 1, page 
714, reference was made to this page, where it was to be shown what the shortened 
process is by which the system-method process, of reasoning first down to unity and 
thence again out to many, might be shortened and expedited. Explanation was there 
given of why this shortened process is not to be presented to the learner before the 
fuU 3-step solution is learned. This shortened process is a systemless process, except 
as it is an outgrowth of the 8-step-solution, or truly systematic, process. The reason 
the 3-step solution is a system-like, that is, a scientific, process, is because it is identical 
with all other system-like solutions. The reason this shortened process (except as it 
is an outgrowth of the 3-step solution) is a systerafess process, is because it is out- 
lawed, or out-systemed, being unlike all other system-like solutions. Thus, while 
learning the 3-step solution is learning how to solve all arithmetical problems, learning 
this two-step solution (except as it is the result of the 3-step method) learns naught 
else except this particular sort of isolated solution. 

Of this shortened form of the system solution, the following are examples supple- 
mented by explanations : — 

1. If it requires 13500 bricks to build a wall 200 ft. long, 20 ft. high, 16 in. thick, 
each brick being Sin. long, 4 in. wide, and 2 in. thick, how many bricks, each 10 in. 
long, 5 in. wide, and 3.5 in. thick, will be required to build a wall 600 ft. long, 24 ft. 
high, and 20 ft. thick ? 



718 



TEE SYSTEM METHOD. 



a. WaU 200 ft. long, 20 ft. high, 16 in. thick; brick 8 in. long, 4 in. wide, 2 in. thick 

[= 13500 bricks. 

b. » 600 " 24 " 30 ft. " " 10 " 5 " 3.5 " " 

r=i3 5aobxjx4xx^6ao X2 4X 240. _ 2666051- bricks. -4ns. 

Explanation.— ^mce a wall 600 ft. long will require more bricks than a wall 200 
ft. long, multiply by 600 and divide by 200 ; since a waU 24 ft. high wiU require more 
bricks than a wall 20 ft. high, multiply by 24 and divide by 20 ; since a wall 20 ft., 
or 240 in., thick will requu-e more bricks than a wall 16 in. thick, multiply by 240 and 
divide by 16; since when the bricks are 10 in. long it will require a less number 
than when they are 8 in. long, divide by 10 and multiply by 8 ; etc., etc. 

3. What sum of money is that whose use for 3 yr., at 4i%, is worth as much as 
the use of $540 for 1 yr. 8 m., at 7% ? 

a. 30 months' use, at 1% = $540 principal. 

b. 86 " " " 41% = I^^HFx-V^-^ = $466.66f.— 4ws. 

Explanation. — 36 months' use would require a less principal to produce a given 
interest in a given time than would 20 months' use; hence divide by 36 and multiply 
by 20 ; and a rate of 4^ % would require a larger principal to produce a given interest 
in a given time than 7 % would require ; hence multiply by 7 and divide by 4i (or 
multiply by f). See this same problem solved on page 717 as a 3-step solution. 

3. How many half eagles, each weighing 5 pwt. 9 gr., and made of gold -f^ 
pure, are equivalent to 1000 EngUsh sovereigns each weighing 5 pwt. 3.274 gr. and 
made of gold \\ pure? 

a. Coins \\ pure, each of 123.274 gr. = 1000 pieces. {—Ans. 

v. II 9 14 U U 1 OQ U 1000PX 11X10X1 2 3-274 Q7Si016. 

D- To' -'•■^y 12"^F'X-T2 9 *''^3 4 8 3* 

Explanation. — A given amount of gold will make a greater number of coins if 
each is made only j^^ pure than if each coin is made \\ pure; therefore multiply by 
■11^ and divide by -f^ [i. e., multiply by -L") ; and if each coin is to contain as many as 
139 gr., a given amount of gold would produce a less number of coins than if each 
coin should contain only 133.374 gr. ; hence divide by 139 and multiply by 133.374. 



FRACTIONS. 

Note 1. — For " Where Should Fractions be Taught? " or what is the true order 
in teaching fractions, proportion, reduction, percentage, etc., see pages 669-671 of 
of Woi-k-Book No. 33, inclusive. See pages 673-676 for a large number of problems 
as solved by the 3-step solution of the system method. 

Note 2. — Like the two eyes, the two lungs, the five fingers, and similar manifold 
organisms in which the parts fit together and answer to each other in such harmoni- 
ous way that the study of the one part alone, — eye, ear, or finger, as the case may 
be, — so these three (Case I, Case II, and Case III) 3-step solutions fit together and 
answer to each other to form one organism whole: so that the study of either learns 
aU three alike. For how, by means of the three organizing 3-step solutions, the sys- 
tem method manages to solve aU problems belonging to the system of arithmetic in 



SYSTEM ABITHMETIG— GRADE A. 719 

one and the same way, see "Complete Scheme of Solutions," " The System Method 
EstabUshed," "The System Method," and " Only Three Cases," pp. 644, 647, 667, 
and 668 respectively. 

Note 3. — ^For what is meant by "Simple-Proportion Solution," as a heading to 
the following solutions, see " DifEerence Between the Three Cases and Simple Propor- 
tion," p. 671, Work-Book No. 22. 

1. The owner of -j^ of a mine sold -^ of his share for $40500. 
What should he who owns f of a mine get for | of his share ? 

Simple-Proportion Solution. 

a. ^2_7_ of mine = 140500 

b. 1 « = iJ-f X 40500 = 165000 

c. i " = i X $165000 = $55000.— ^ws. 

Solved by John Comer. 

2. A merchant's assets are $4672, and his liabilities $5840. 
What part of his debts can he pay ? 

Case III Solution. 

a $5840 = I, 4, f , etc 



b. 1 --i- 



2' 3' 4' 
1 

c. $4672 = 4672 x Wto = ^-—^ns. 

Solved by W. H. Childs. 

3. If a man can dig a cellar in 22i- days, how many days would 
it take him to dig f of it ? 

Case I Solution. 



a. 


f 


of cellar 


= 


22.5 d. 






b. 


1 

9 


a 


= 


i X 22.5 




2.5 


c. 


-I 


ii 


= 


5 X 2.5 


= 


12. i 



12. 5 di.—Ans, 

Solved by Charles Mason. 

4. A man sold |-| of a mill, which was |- of his share. What 
part of the mill did he own ? 

Case II Solution. 

a. |- of his share = |^ of mill. 

hJL '< l.v3_5 5_ 

"^•9 — 7-^54 — 54 

c. f " = 9 X -5^4 = f of mill. — Ans, 

Solved by S. F. Witmer. 

5. If f of -| of a ship is worth $2540, what is the whole vessel 
worth ? 



Y20 THE SYSTEM METHOD. 

Case II Solution. 

X 3. of 5. = -5_ 
-^' 4 "^ 9 12- 

a. 3^ of ship = $2540 

b. JL " = i X 2540 = 508 

c. if " = 12 X 508 =$6096.-^745. 

Solved by W. F. Wilson. 

6. What is 3^^ of i^? 

Case I Solution. 



a. i 



10 _ 11 
10 — 84 
L =^ _1_ X 1J_ 11 



'-^* 10 10'^"8T^~840 

U y-Q ^ -^ 840 2 8 0- -^«*- 

Solved by Wm. Murpby. 

7. A man bought a cow for $33J, and sold her for |- of what she 
cost. How much did he lose ? 





Case I Solution. 


a. 


f of cow = $33J 


b. 


1 ii — IN/IOO — 100 
6" 6-^3 18 


c. 


5 u — 5 X \7 — $277 g, price. 


X. 


$33^ — $27|- = $5f \oBB.—Ans. 




Solved by Clara Hendricks. 



8. Two persons engage in trade; A furnished -^ of the capital, 
and B, -j^; if B had furnished $4921 more, their shares would have 
been equal. What is A's capital ? 

Simple- Proportion Solution. 
X. -j^ — 1^ ~ A difference of shares. 

a. -^ of capital = $492f 

b. Jl^ " = 1 X 4921 = 246i 

c. ^ " = 7 X 246J = $17241 A's capital.— ^Iws 

Solved by Augusta Chandler. 

9. If |- of a barrel of cider cost ^^j- of a dollar, what will ii of a 
barrel cost ? 

Simple- Proportion Solution. 
a. 7 bbl. = %-^ 

U 1 u — 8. V _9_ — 7_2 
u. i 7-^11 77 
P 11 a 11 N^ 72 — «36 J^Q 

Solved by Alonzo Hjghley. 

10. If i of a pole stands in the mud, 2 ft. in the water, and -^ 
above the water, what is the length of the pole? 



SYSTEM ARITHMETIC— GRADE A. ^21 

Case II Solution. 

^* 36 V9 -f- I2y 36 

a. -1-2- of pole = 2 ft. 

h -i- " — 1 V 9 — 2 

c. If '' = 36 X 3^ = 4-A. ft.— ^ws. 

Solved by Carl Hnttig. 

11. What Bumber is such a part of 125 as 16 is of 24? 

Case III. 



a. 
b. 
c. 


24 = I f, 1, etc. 
16 = 16 X Jj = |. 




Case /. 


a. 


1 = 125 


b. 


1 = i X 125 = 41| 


c. 


1 = 2 X 41| = 831 



-Ans. 

Solved by I. B. Crawford and George Lindle. 

12. If I of a 3^ard of cloth -J of a yard wide cost $|, what will 
|- of a yard If yards wide cost ? 

Simple- Proportion Solution. 
X. Cloth f yd. long by | yd. wide = -|i sq. yd.. 

V Cloth -^ '' " <( 7. a u — 3_5 u 

J- ^^^^^ 8 4 — 3T 

a. 1^ sq. yd. = 6| 

■-^•32 — 21^5 105 

c. If " = 35 X T-§T == H.—Ans. 

Solved by Daniel Dwyer. 

Inquiry 1st. — If the inquiry arises where the author would teach the proc- 
ess of dividing one fraction by another, by inverting the divisor and multiplying, he 
would answer. Nowhere. Francis W. Parker, of Chicago, declares it impossible, as 
a rational, or legitimate, process to divide one fraction by another. And it is certain 
that such process is not needed in the doings of life, either in the 3-step solution or 
in business. Let the reader inspect the solutions of this (No. 23) work-book, and 
note the entire absence of such fraction-by-inverted-fraction process, and more, even 
the absence of the sign of division. And let the reader here reflect how the system 
method (the 3-step solution) not only eliminates all formulas and rules, but all other 
dogmatic devices, of which the fraction-by-inverted-fraction device is an example. 

Inquiry 2d. — The inquiry wiU also arise where problems of the following 
sort should be taught: — 

1. In $^3^ how many dollars ? 

2. In I how many 63ds ? 

3. In 13| how many 4ths ? 

4. 8 X I = what ? 

5. I X Hor f of f ) = what ? 
46 



Y22 THE SYSTEM METHOD. 

The answer is : Since problems like these are problems of addition, subtraction, 
multiplication, division, reduction descending, and simple proportion of whole 
numbers ; and since empirical fractions are to be learned incidentally in connection 
with these subjects, such fraction matters are to be taught incidentally in connec- 
tion with these. (See " Where Should Fractions be Taught? " p. 669.) 



PERCENTAGE. 

I7ote 1. — On beginning an examination, or study, of the following solutions, let 
the reader first attend carefully and very wakefully to notes 1, 2, and 3, under " Per- 
centage," Work-Book No. 22. Let him first consider also the simpler solutions there 
given. 

Note 2. — In connection with his study of the following solutions, the reader 
should study "Complete Scheme of Solutions," "The System Method," and "Only 
Three Cases," pp. 644, 667, 668, of Work-Book No. 22. 

1. A man sold two houses at $2500 each ; for one he received 
20% more than its value, and for the other 20% less. Eequired 
his loss. 

Case II Solution. 

a. 120% of cost of 1st = $2500 

b. 1 = ^ X 2500 = 20f 

c. 100 = 100 X 20f = $2083. 33i cost of Ist. 

a. 80% of cost of 2d =$2500 

b. 1 = gV X 2500 = 31^ 

c. 100 = 100 X 31i = $3125 cost of 2d. 

X. $5208.331 cost,— $5000, s. price, = $208,331 loss.— ^ns. 

Solved by Eugene Albaugh, Wm. Lenker, and Lewis Filloon. 

2. A man contracts to supply dressed stone for a court-house 
for $119449, if the rough stone costs him 16/ per cu. ft.; but if he 
can get it for 15/ a cu. ft., he will deduct 3% from his bill. How 
many cu. ft. would be needed, and what does he charge for dress- 
ing a cu. ft.? 

Case I Solution. 

a. 100% = $119449 

b. 1 = 1194.49 

c. 3 = 3 X 1194.49 = $3583.47 amt. to be deducted. 

X. 358347/ deducted @ 1 cu. ft. = 358347 cu. ft.—lst Ans. 

J. 358347 cu. ft. = $119449 [ft. of dr.stone. 

z. 1 " = ^-^ X 119449 = $.331- cost per cu 

p. $.33J — $.16 = $.17i cost of dressing a cu. ii.—2d Ans. 

Solved by J. M. Barclay and S. P. Gary. 



SYSTEM ARITHMETIC— OBADE A. ^23 

3. xV brewery is worth 4^ less than a tannery, and the tannery 
16^ more than a boat. The owner of the boat traded it for 75% 
of the brewery, thus losing $103. What is the tannery worth ? 

Simple- Proportion Solution. 
X. 100% = boat ; 116% = tannery, 
y. 96% of 116% = 111.36% brewery, 
z. 75% of 111.36% = 83.52% received for the boat, 
p. 100% — 83.52% = 16.48% loss on the boat, 
a. 16.48% = $103 

t>- 1 = T6^4¥ X 103 = 6.25 

c. 116 = 116 X 6.25 = $725 value of tannery.— ^W5. 

Solved by Emma Vale, Dora Shepherd, Fred Wyman, and E. A. Holling. 

4. A man sold two horses for the same price. On one be gained 
25%, on the other he lost 25%, and thereby lost |20. What did 
each cost, and what did he sell them for ? 

Case II Solution. 

a. 125% of cost of 1st = 100% s. price. 

b. 1 = _i^ X 100 = I 

c. 100 =80% cost of 1st. 

a. 75% of cost of 2d = 100% s. price. 

b. 1 = ^ X 100 = I 

c. 100 = 1331% cost of 2d. 
X. 213i% — 200% = 131% loss. 

a. 131% =$20 

b. 1 = ^ X 20 = f 

c. 100 = 100 X I = $150 s. ^vicQ.—lst Ans. 
y. 80% of $150 = $120 cost of Ist.—^d Ans. 

z. 133i% of $150 = $200 cost of 2d.— 3d Ans. 

Solved by S. P. Gary, Minnie Jennings, and Hattie Dickey. 



PROFIT AND LOSS. 

1. Bought land at $60 an acre; how much must I ask an acre 
that I may deduct 25% from my asking price, and still make 20% 
on the purchase price ? 

a. 100% = $60 

b. 1 =.6 

c. 120 = 120 X .6 = $72 desired s. price. 



7^4: THE SYSTEM METHOD. 



a. 75% = $72 

b. 1 = J^ X72=|| 

c. 100 = 100 X f f = $96 asking price.— ^ws. 

Solved by I. B. Crawford, Daniel Dwyer, Ida Wood, and Anna Sclinier. 

2. Invested $10000 ; sold out at a loss of 20 % . How much must 
I borrow at 4%, so that, by investing all I have at 18% I may re- 
trieve my loss? 

X. $10000 — $2000 loss = $8000 amt. left. 

a. 100% = $8000 

b. 1 =80 

c. 18 = 18 X 80 = $1440 gained on amt. left. 

y. $2000 — $1440 =$560 to be gained on what I borrow. 

a. 14% (18 — 4) of amt. borrowed = $560 

b. 1 u u ^ _i^ X 560 =40 

c. 100 " " = $4:000.— Ans. 

Solved by J. S. McFaddin, Mina Pederlin, and Granville Teter. 

3. I sell Sit 8*^ gain, invest the proceeds, and sell at an advance 
of 121% J invest the proceeds again, and sell at 4% loss, and quit 
with 11166.40. What did I start with ? 

a. 100% == 108% proceeds 1st sale. 

b. 1 = 1.08 

c. 112i = 112.5 X 1.08 == 121.5% proceeds 2d sale. 

a. 100% = 121.5 

b. 1 = 1.215 

c. 96 = 96 X 1.215 = 116.64% proceeds 3d sale. 
a. 116.64% = $1166.40 

b- 1 = TxiFT X 1166.40 = 10 



c. 100 = UOOO.—Ans. 

Solved by Joseph Chandler, J. A. Nebergall, and Lewis Filloon. 

4. Bought stock at 10% discount, which rose to 5% premium 
and sold for cash; paying a debt of $33, I invested the balance in 
stock at 2% premium, which, at par, left me $11 less than at first. 
How much money did I first invest ? 

a. 102% of stock = 105% — $33 



b. 


1 


a —10 5 3 3 
102 102 


c. 


100 


-^IfO $\\«. 


X. 


11 70 


$5_5o_ + $11 — 90%, amt. firs' 


a. 


220 c/ 

n 70 


= $336^ 


b. 


1 


17 N^3 63 — IftF^ 

22 -^ 17 •'•"^ 


c. 


90 


= 90 X 1.65 = $148.50.-^^5. 




Solved by Harry Long, Minnie Nation, and A. J. Paden. 



SYSTEM ABITHMETIO^ORADE A. 725 

j^ote. — This problem involves the algebraic process of " transposing terms " and 
" collecting terms." 

5. I sold an article at 20% gain. Had it cost me $300 more, 
I should have lost 20%. Find the cost. 

X. 120% of real cost = s. price; also, 80% of supposed cost 
y. 120% " " = 80% of (100% + $300) [= s. price. 

a. 40% of real cost (120% — 80%) = $240 

b. 1 '< " = 4V X 240 = 6 

c. 100 " " = $600. — Ans. 

Solved by U. P. Long, E. O. Burnside, Anna Brammier, and Robert Knott. 
Note. — See note under problem 4 above. 

6. I paid $125 for a horse, and traded him for another, giving 
60% additional money. For the 2d horse I received a 3d and $25. 
I sold the 3d horse for $150. What was my % of gain or loss? 

a. 100% = $125 cost of 1st horse. 

b. 1 = 1.25 

c. 160 = 160 X 1.25 = $200 cost of 2d horse. 
X. $25 + $150 = $175 s. price of 2d horse. 

y. $200 — $175 = $25 loss on 2d horse. 

a. $200 = 100% 

b. 1 = 1 

c. 25 = 25 X I = 121% loss.— ^ws. 

7. A horse and carriage were sold for $459, the horse at a 
gain of 20%, and the carriage at a loss of 10%. The horse cost 
66|% of what the carriage cost. Find the cost of each. 

X. 90% + (120% of 66|%) = 170% s. price of both. 

a. 170% of carriage = $459 

b. 1 " = ^ X 459 = 2.7 

c. 100 " = $270 cost of carriage. — 1st Ans. 
y. 66|% of $270 = $180 cost of horse.— ^cZ Ans. 

Solved by Wm. N. Orris, Granville Teter, and John Miller. 



COMMISSION. 

1. An agent sells 1100 barrels of flour at $4.50 per barrel, com- 
mission 2i%. He invests the proceeds in steel at li/ per lb., com- 
mission 11 %, after deducting $50 freight. What is his entire com- 
mission, and how many tons (2240 lb.) of steel does he buy? 



fj2Q TEE SYSTEM METHOD. 

X. 1100 bbl. @ $4.50 = $4950 s. price of flour. 

a. 100% = $4950 

b. 1 = $49.50 

c. 2-}- = 2i X 49.50 = $123.75 1st commission. 

y. $4950 —($123.75 + $50) = $4776.25 proceeds of flour. 

a. 1011% - $4776.25 

b. 1 = ^L^ X 4776.25 = 47.0566 

c. 100 = $4705.66 amt. invested in steel. 
z. $4776.25 — 4705.66 = $70.59 2d com. 

p. $123.75 + $70.59 = $194.34 entire com.— isi! Ans. 

a. 1-1-/ = 1 lb. steel. 

b. 1 = I X 1 = I 

c. 470566 = 470566 X | = 31 371 Of lb. steel. 

a. 2240 lb. = 1 ton. 

b. 1 =i^^To 

c. 3137101 = 3137101 X ^^^ = 140+ tons.— ^c? Ans. 

Solved by W. F. Wilson, Fred Wyman, S. F. Witmer, Granville Teter, Harry 
Littler, and Lida Oltman. 

2. My agent bought 40 horses at $150 each, paid $25 for their 
keeping, and $80 for their transportation; he drew on me for $6315. 
What was his rate of commission ? 

X. 40 horses @ $150 = $6000 amt. invested. 
y. $6315 — ($6000 + $25 + $80) = $210 com. 
a. $6000 = 100% 

b- 1 = oV 

c. 210 = 210 X yV = 31% rate of com.— Tins. 

Solved by Hattie Micbacls, Delia Bond, Nellie Hickey, and Madge Brundage. 

3. An agent of mine sold coi-n and then bought again at the 
same price, commission 3% for selling and 3% for buying. His 
whole commission was $12. What did the corn sell for ? 

a. 103% of corn bought = 97% of corn sold. 

h 1 " " r= _i_ V Q7 = SJ- 

D. i — Yu3 A J< — YWS 

c. 3 " " = 3 X yVa = 2^% com. for buying. 

a. 5yV3% of corn sold (3% + 2^^^%) = ^12 

b. 1 u « ^ _i^03 X 12 = 2.06 

c. 100 " " = $206 s. price of corn.— 

[^Ans. 

Solved by Emma Vale, E. E. Reynolds, Madge Brundage, and Mary McLane. 



SYSTEM ARITHMETIC— GRADE A. Y27 

4. Sold flour at ^\% commission. Invested | of its value in 
coffee at 1|% commission. Eemitted the balance, $432.50. What 
was the value of the flour, the coffee, and my commissions? 

a. 100^ = I 

b- 1 =^ 

c. 11 = f X yl-g- = 1 % com. for buying coffee. 

X. 331% — {^ + 1) = 2^% remitted. 

a. 2^% = 8432.50 

b. 1 = ^ X 432.5 = 15. 

c. 100 = $1500 value of flour. — 1st Ans. 

y. I of 81500 = 11000 value of coffee.— ^c^ ^TO5. 
z. ?j\% of $1500 = $52.50 1st com.— ^cZ ^ws. 
p. 1% of $1500 = $15 2d com.- .^^A Ans. 

Solved by Dora Shepherd, Minnie Jennings, Jennie Drake, and Emma Ball. 

5. Sold a consignment of pork and invested the proceeds in 
brandy, commissions 4% for selling and 1\% for buying. The 
brandy cost $2304. What did the pork sell for, and what were my 
commissions ? 

a. 100% of brandy = $2304 

b. 1 " = 23.04 [—1st Ans. 

c. 1^ " = li X 23.04 = 828.80 com. for buying. 
X. 82304 + $28.80 = $2332.80 proceeds of pork. 

a. 96% of pork = $2332.80 

b. 1 " = -5^x2332.80 = 24.30 [—Sd Ans. 

c. 4 " = 4 X 24.30 = $97.20 com. for selling. 
y. 82332.80 + $97.20 = $::430 s. y.rlcc cA']un-k.—Sd Ans. 

Solved by Wm. C. Shafer, Eugene Derby, Anna Brammier, Ida Wood, and W. E. 
Arbingast. 

6. An agent in Philadelphia sells 1850 bushels of wheat at $1.25 
per bushel; having deducted $35 for freight, $25 for storage, and 
his commission, he remits to his principal in Chicago $2171.56i- 
What was his rate of commission ? 

X. 1850 bu. (a^ $1.25 = $2312.50 amt. of sales. 

y. $2312.50 — ($35 + $25 + $2171.561) = $80.93f com. 

a. 82312.50 = 100% 

b. 1 = Yari.To X 100 = ^2_^ 

c. 80.93f = 80.93f X 4^2^ = s^^^,_Ans. 

Solved by J. A. Nebergall, Lizzie Peiffer, and W. F. Wilson. 



728 THE SYSTEM METHOD. 

7. An agent sold wheat at 4^ commission, and invested the 
proceeds in sugar, at 2^ commission. His whole commission was 
$63. What was the cost of the sugar? 

X. 100^ — 4% = 96% proceeds of wheat. 

a. 102% of sugar = 96% of wheat. 

b. 1 " = _^ X 96 = If [sugar. 

c. 100 " = 100 X If = 94^% invested in 
y. 96% — 94^2^% = lif % com. on sugar. 

a. 5lf % (4% + lif %) = $63 

b. 1 JJj^ X 63 = 10.71 [—Ans. 

c. 94^-2^ = 94-j2^ X 10.71 = $1008 cost. 

Solved by Harry Long, Wm. C. Frampton, Eugene Derby, Hattie Michaels, Mary 
Oxley, and J. S. McFaddin. 

8. An agent sells flour on commission at 2%, and with the pro- 
ceeds purchases sugar at 3% commission. If he had received 3% 
for selling and 2% for buying, his whole commission would have 
been $5 more. Find the cost of the sugar. 

X. 100% — 2% =98% proceeds of flour. 

a. 103% of sugar = 98% of flour. 

b 1 " = 1 V 98 = 9 8 

c. 100 " = 100 X ^-^ = 953iy^% invested in sugar. 

y. 98% - %^^\% = 2j%% com. on sugar. 

z. 2% (on flour) + 2^% (on sugar) = 4.^^ entire com. 

p. 100% — 3% =97% supposed proceeds of flour. 

a. 102% of sugar = 97% of flour. 

b 1 " r= 1 V 97 = 9 7 

c. 2 " = 2 X -^-^j = l|-j-% supposed com. on sugar, 

q. 3% + l|f-% = 4f|-% supposed entire com. 

b. 1 = ^^ X 5 = 105^ IA71S. 

c. 95^0^ = 95J-i,\ X 105^=19996.— 

Solved by Tanta Mellick, Nellie Hickey, Fannie Van Bibber, Sarah Macy, Ida 
Wood, I. B. Crawford, and Wm. N. Orris. 

9. My agent sold my flour at 4% commission. Increasing the 
proceeds by $4.20, I ordered the purchase of wheat at 2% commis- 
sion; after which, the wheat declining 3i% in value, I lose $5. 
What was the flour worth ? 

a. 102% of wheat = 96% + $4.20 

b 1 " — 16 4- .70 

17 ^ TT 

C. 100 " — 1AQ± I 7.0. 

17 T^ 1 7" 



SYSTEM ARITHMETIC—GRADE A. 729 

X. 1^ of wheat = ^% + $Jj- 

y. lA^c/^ + $ii - (W% + $Jr) + $5 = 100% + $4.20 

z. 1-4^% - 1^% - 100% - $4.20 _ $1^ - $5 + $Jr 

a. — 460% of flour = _ $243.80 

b. 1 " = Tk X 243.8 = $.53 

c. 100 " =$53.— i%s. 

Solved by E. O. Burnside, J. M. Barclay, Hattie Dickey, Wm. E. Haskell, and 
G. T. Oxley. 

Note. — ThXa solution involves some algebraic operations, known in mathematics 
"transposing terms," " collecting terms, " and " changing signs." 



SIMPLE INTEREST AND TRUE DISCOUNT, 

Note 1. — For a full explanation of how the system method solves all simple, com- 
pound, and annual interest problems In precisely the same way as other problems are 
solved (by means of the 3-step solution), see Work-Book No. 22, pp. 685-688 inclu- 
sive. Consider especially the twelve notes there given in connection with the seven- 
teen solutions of interest and true-discount problems. 

Note 2. — For how to distinguish the truly organizing method from disorganizing, 
or systemless, methods, see note 3 under "Percentage," Work-Book No. 22, p. 678, 
For why the 3-step solution employed below is the truly organizing method, see " The 
System Method" and "Only Three Cases," pp. 667-668 inclusive, Work-Book No. 22. 

Note S. — For the important thing to be done by teacher on first assigning the 
subject of interest, or any other new subject, to his pupils, see note 1 under " Per- 
centage," page 677, Work-Book No. 32. 

1. What is the interest on $1800 at 10% for 6 m. 24 d.? 

X. 10P"f^^6-8 = 5|% 

a. 100% = $1800 principal. 

b. 1 = 18 

c. 5f = 51 X 18 = $102 interest.— ^ws. 

2. The interest for 6 m. 24 d. at 10% is $102. What is the 
principal ? 

X. 10PY^.x6 8. ^ 51^ 

a. 5|% = $102 interest. 

b. 1 = ^V X 102 = 18 

c. 100 = $1800 principal— ^?^s. 

3. The interest on $1800 at 10% is $102. What is the time? 
a. $1800 = 100% ^ ,. ^, , . , ^. ..^ . . 

/'^ JSquation X Exiilained. — Smce 10% mter- 

"' -^ ~ TTFu X 100 = Yg (.gj. ig produced in 12 m., 1% would be pro- 

C. 102 = 102 X tV = ^l%- *iuced in J^- of 12 m., and then ^fo in 5| 

X. X'^Yii^^" = 6.8 m. — Ans. times Jg- of 12 m.=6.8 m.—Ans. 



fjSQ THE SYSTEM METHOD. 

4. The interest on $1800 for 6 m. 24 d. is $102. What is the 
rate? 

a. $1800 = 100% Equation x Explained.— ^mce 6.8 m. 



b. 1 



1800^-^ 18 produces 5|% interest, 1 m. would produce 



C. 102 = 102 X y 8 ^ ^l%- o.V of 5|%, and then 12 m. would produce 

^ 5?^perct.x 12 _. 10^. Ans. 12 times Jg of 5f % = 10%. — Ans. 

5. What principal will amount to $15200 in Syr. 8 m. @ 6^? 

X. 6 perct .^_i_o4 ^52^ (in interest). 

a. 152^ (in amount) = $15200 amount. 

b. 1 = 100 

c. 100 (in principal) = $10000 prin. — Ans. 

6. The amount is $28334, the rate 7, and the time 80 days. Find 
principal and interest. 

^ ijp^^2,G% = 1| ^ (in interest). 

a. 101|% = $28334 amount. 

b. 1 = qIt X 28334 = 279 

c. 100 = 127900 principal— ^ws. 

y. 1|% = 1 j X 279 = $434 interest.— ^ws. 

Note 1. — "It should be generally understood that the U. S. courts, and most 
other courts, hold the common method of reckoning a day as -g\-Q of a year as illegal. 
Several of the States have statutes making a day g-J-j- of a year. The proper way 
[theoretically speaking], therefore, to reckon time in computing interest, is to reckon 
the [years as] calendar years, and the exact number of days as 365ths of a year. At- 
tempts to collect claims with interest reckoned on the basis of a day as -^^-^ of a year, 
might endanger the entire claim in some of the States." — Olney''s Science of Arithmetic, 
p. 134. 

That is to say, in business life, the " common " custom of reckoning one day as 
■Jg of a month and -gl^ of a year, difEers from the theory of the U. S. courts as ex- 
pressed in the statutes. But what is the common custom is the common custom, the 
statutes to the contrary notwithstanding. A thorough investigation would develop 
the fact that the practice of counting 360 days to the year is universal among business 
men in the United States, except in the case of U. S. securities. In U. S. bonds alone 
a day is to be counted as g-J-j- of a year. 

Ifote 2. — Interest computed by reckoning a day as -^^-^ of a year (a method em- 
ployed only in computing the interest on U. S. bonds) is called " accurate interest," 
or "exact interest;" while interest reckoning 1 day as -^\-^ of a year, as in the com- 
mon custom, is called " ordinary interest." Ordinary interest is y^- of accurate inter- 
est greater than accurate interest, while accurate interest is -^^ of ordinary interest 
less than ordinary interest. Therefore, since t^^ is about 1|%, to find the " accurate 
interest" subtract from ordinary interest ^\%. 



SYSTEM ABITEMETIG—QBADE A 731 

7. ^1250 Boston, June 12, 1886. 

iSix months after date I promise to pay Knight, Adams, and Co., or order, Twelve 
Su7idred and Fifty Dollars, with interest at 6^, value received. 

S. B. Brown. 

Disc. Nov. 15, 1876, at 6^ (true discount.) 

X. 6 Percy 6.1 = 3.05% 

a. 100% = $1250 principal. 

b. 1 = 12.50 

c. 103.05= 103.05 X 12.50 = $1288.125 face. 

a. 100.5% =$1288.125 face. 

b. 1 = ^^ X 1288.125 = 12.81716 

c. 100 = $1281.716 present worth.— ^«s. 

Solved by Kittie Wilson, Harry Littler, Olive Morris, and Orra Barclay. 

Note. — The reason the three days of grace are here added in computing the 
true discount is because the debt discounted is a grace-bearing debt, a promissory 
note. Since Mr. Brown may not pay Dec. 12, — not till Dec. 15 (the last day of 
grace), — the purchaser discounting (purchasing) the note Nov. 15 may have to wait 
the full 30 days for Mr. Brown to pay. If, therefore, in purchasing the note, the 
purchaser (discounter) does not discount for the full 30 days, but only for 27 days, 
he may lose the difference between the interest on such supposed present worth 
($1381.74) and the interest on the principal ($1250) for these 3 days. See the next 
problem below for a similar circumstance, problem, solution, and explanation. See 
also this same problem as a subject of bank discount, page 735. 



Indianapolis, Ind., September 16, 1886. 
Three months and 27 days after date, J promise to pay A. J. Smith, or order, 
Three Thousand Dollars, with interest at B%, value received. J. B. Sloan. 

The above note was purchased, at true discount, November 1, 1886, at 6%. 
What were the present worth and the true discount? 

„ 3 perct.x 4 -— -\ (y/ 

a. 100% = $3000 principal. 

b. 1 = 30 

c. 101 = $3030 face, or amt. 

y. 6perct.x2.5 =, 1.25% 

a. 101.25% = $3030 flxce of debt. 

^- 1 = T0T.25 X 3030 = 29.9259 

c. 100 = $2992.59 p. worth.— ^ms. 

z. 1.25% == 1.25 X 29.9250 = $37.41 t. disc— ^ws. 

Solved by Emma Vale, Lincoln Wright, and C. W. Vance. 



Y32 THE SYSTEM METHOD. 

j^Qle i_ — The time of notes bought and sold by true discount is reckoned precisely 
as in simple interest and bank discount. When the time is expressed in months, cal- 
endar months are used in determining the day of maturity. "When the time is ex- 
pressed in days, the exact number of days is used. See note 3 under " Bank Discount." 

]<fote 2. — Whenever true discount has to do with grace-bearing papers, or debts, 
of which all promissory notes are examples, the three days of grace must be added as ' 
well in computing the true discount as in finding the face of th.e paper, or debt; for 
to purchase a note at true discount is to discount from when it is purchased tiU when 
it is actually 'paid', and the maker (payer) is liable not to pay till the last day of gi-ace. 

9. I apply the true-discount proceeds of a ^'^/gs day note, 
face $5000 without interest, discounted at 6^, on a debt of $8000. 
What is the face of a ^''/gs day note, discounted at 6^ true dis- 
count, which will pay the balance of the debt? 

X. ejzerrt^x^J, ^ 1.05% 

a. 101.05% = $5000 face. 

b. 1 = T(rf.o5 X 5000 = 49.480455 

c. 100 = 14948.0455 proceeds 1st note. 

y. $8000 — $4948.0455 = |305 1.9545 bal. unpaid. 

Z. 6Ji5^'^^3,l = 1.55% 

a. 100% = $3051.95 p. worth unpaid. 

b. 1 = 30.5195 

c. 101.55= 13099.26 face 2d xiQ\,Q.—Ans. 

Solved by Lincoln Wright, Wm. C. Shafer, and J. M. Barclay. 

Note. — For the explanation of a problem and its solution involving the same 
questions as this one, see the solution of problem 7th above, together with the note. 



ANNUAL AND COMPOUND INTEREST. 

1. What is the annual interest and amount of $8000 for 5 yr. 6 
m. at 6% ? 

1st Step. 2d /S<ep.— The interest for the first year is 

X 6 per ct. X 6 '\{\of thus found to be $480. This first year's in- 

terest, remaining unpaid, draws interest for 

a. 100% = $8000 prin. the remaining 4 yr. ; that for the 2d year, for 

b, 1 = 80 3 yr. ; that for the 3d year, for 2 yr. ; that for 

(j_ 30 = $2400 int. 5 yrs. ^^"^ **^ ^'^^^' *°^ ^ ^^- ' *^'^* ^°^ *^® ^*^ ^'^^^' 

f dj .on • -. for ^ yr., the sum of which is the interest of 

y. 6 = $480 mt. 1 yr. $480 for (4 yr. + 3 yr. + 2 yr. + 1 yr. + l 

yr. =) lOi yr. ; and the interest of $480 at 6% for 10^ yr. is — 



SYSTEM ARITHMETIC— ORADE A. 733 

2_ 6per ct. 1 126 ;= 63 9''* '■'■ Lightning Process.'''' 

-lanl/ dJiQA "^ 1- «80X 30 = 12400 

a. iUU% = iti)4«U 3_ $4.80X63= 302.40 

b. 1 = 4.80 3, $2702.40 int. + $8000 = 

c. 63 = 63 X 4.80 = $302.40. [$i0702.40.-^m. 
p. $2400 + $302.40 = $2702.40 a. int.— 1st Ans. 

q. $8000 + $2702.40 = $10702.40 amt.—Sd Ans. 

2. A man bought a fai"m for $6000, and agreed to -pay principal 
and interest in 3 equal annual installments. The interest being 6^, 
what is the amount of the equal annual payments ? 

17'ote. — See this problem and its solution, pp. 649 and 650. 

3. What is the compound interest of $400 for 1 yr. 5 m. 18 d. 
at 6^, interest payable quarterly? 

a. 100^ = $418.27 

b. 1 = 4.1827 

c. 101.5 = $424.54. 

a. 100% =$424.54 

b. 1 = 4.2454 

c. 101.5 = $430.91. 

y. 6perct.^x2 ^ ^ |_3 

a. 100% = $430.91 

b. 1 = 4.3091 

c. 101.3.= $436.51. 
prin. = $36.51 interest. — Ans. 



X, 


6perot^x3 - 1.5^ 


a. 


100% = $400 


b. 


1=4 


c. 


101.5 =$406. 


a. 


100% =$406 


b. 


1 = 4.06 


c. 


101.5 =$412.09. 


a. 


100% =$412.09 


b. 


1 = 4.1209 


c. 


101.5 = $418.27. 


z. 


$436.51 amt. — $■ 



BANK DISCOUNT. 

I^ote 1 : To Be Remembered. — (1.) That bank discount is computed on the face of 
the note, or paper; (2.) That the face is the amoimt (including interest, if any) due at 
maturity; (3.) That 3 days of grace are added by bankers in finding either the face of 
the paper or the bank discount. 

JVote S: Day of Matter ity. — The day a note is legally due. It is the last day of 
grace. 

Note 3 : Counting the Time. — When the time is expressed in months, calendar 
months are used to determine the day of maturity. When the time is expressed in 
days, the exact number of days is used. In reckoning the time of promissory notes, 
the day of payment is included, the day of date excluded. 

Thus, a note that reads, "payable 'two months' from date," and dated July 20, 
would mature Sept. 20 -f- 3 d. = Sept. 23. But a note that reads, "payable 'sixty 
days' from date," and likewise dated July 20, would mature [60 — (11 July -f- 31 



w„^ THE SYSTEM METHOD. 

^^o-.) = IS] Sept. 18 -f 3 d. = Sept. 21. The time' to run in the former would be 
65 days, iu the latter 63 days. Were these notes discounted at a bank July 21, the 
discount on the former would be computed for 64 days, on the latter for 62. If dis- 
counted July 20, the banlc discount would be computed on former for 65 days = 2^ m., 
on the latter for 68 days = 2.1 m. Bank discount is always computed for the exact 
number of days between the day of discount and the day of maturity. 

A note' dated Jan. 28, 29, 30, or 31, and drawn for "one month," would be due 
Feb. 28-1-3 days = Mar. 3. B't if drawn for " thirty days," it would become due 
Mar. 2, 3, 4, 5. 

1. A note of $840, due (legally) in 6 m., and bearing interest @ 
10%, is discounted 75 days before legally due, (o^ 8%. What are 
the proceeds and bank discount? 



X. 

a. 
b. 
c. 

y- 

a. 
b. 
c. 
z. 


1 per ct. 
] 2 

100% 

1 

105 

8 per ct. X 


^-6. = 5% '' Lightning Process'' 

= $840 principal. (derived from this solution). 

= 8.40 1. $8.40 X 105 = $882. 

= 1 05 X 8.40 = $882 f. 2. $8.82 X If = $14.70.— ^7^s. 

2.5 = 12«/ 3. $882— $14.70=$867.30.— ^«s. 


12 

100% 

1 

98i 

12 

^3 — 


3 /t' 

= $882 face. 

= 8.82 

= 98-J X 8.82 = $867.30 proceeds. — 1st. Ans. 

1| X 8.82 = $14.70 b. discount.— ^d Ans. 



Solved by C. H. Barewald, F. A. Dice, and Ella Miller. 

2. For what sum, due ^^/gg days hence, must I give my note 
that, when discounted at 6%, the bank proceeds will be 1177.21? 
X. 6P£i«t_3.iaJ = 1.55% ^^ Lightning Process'' 

a. 98.45% = $177.21 proceeds. (derived from this solution). 

b. 1 = _i^ X 177.21 = 1.80 $177.21^98.45 = 1.80; 

c. 100 = $180 face.-- -^?^s. hence $180.— ^%s. 

Solved by Clara Brown, Etta Strong, and J. A. Macy. 

Note. — The term of discount, for a note due in 60 days, is often written ^"/es? 
for 30 days ^"/sa, etc. The 60 and 30 express the number of days till the note is 
nominally due, the 63 and 33 the number of days tiU it is legally, or really, due. 

3. I wish to borrow $1500 for 6 m. If I can get it at a bank 
which is discounting at 6%, for what sum must I give my note? 

X. 6perct^x_6J, = 3.05%. 

a. 96.95% = $1500 

b. 1 = -^igg X 1500 = 15.4719 

c. 100 = $1547.19 face.— ^ws. 

Solved by C. H. Barewald, C. W. Vance, and Orra Barclay. 



SYSTEM ARITHMETIG— GRADE A. ^35 

4. %1250. Boston, June 12, 1S76. 

Six months after date I promUc to pay Knight, Adams, and Co., or order. Twelve 
Hundred and Fifty Dollars, ivith interest at 6fo, value received. 

S. R. Brown. 
Disc. Nov. 15, 1876, at 6% (bank discount). 

X. 6Perct.x6.1 ^ 3.05% 

a. 100% = $1250 principal. 

b. 1 = 12.50 

c. 103.05 = 103.05 X 12.50 = $1288.125 face. 

yj 6 per ct. X 1 P-c/ 

J • 12 -"^ /O 

a. 100% = $1288.125 face. 

b. 1 = 12.88125 lAns. 

c. 99.5 = 99.5 X 12.88125 = $1281.684 bank proceeds.— 

Solved by W. F. Hoskins, Sarah. Macy, Lincoln Wright, and Mary Oxlcy. 

Note. — For this same note discounted by true discount, see p. 731. By a com- 
parison of these two problems, it may also be clearly seen that the bank discount 
(.5% of 11288.12.5, the face, = $6.44) exceeds the simple nlerest (.5% of $1281.716, 
the p. worth, = $6,408) by the interest on the simple interest for the same time (.5% 
of $6,408, Sim. int., = $.032). 

5. I apply the bank proceeds of a ^''/gg day note for $5000, with- 
out interest, discounted at 6%, on a debt of $8000. What is the 
face of a 9 0/^ g day note discounted at 6%, which will pay the balance 
of the debt ? 

^ 6perct.^x _2J, == 105% 

a. 100% = $5000 

b. 1 =50 

c. 98.95 = 98.95 X 50 = $4947.50 b. pro. of 1st note. 

y. $8000 —$4947.50 = $3052.50 bal. unpaid. 

Z. 6per<^xj5^1^ =1.55^ 

a. 98.45% = $3052.50 

b. 1 = gJ^ X 3052.50 = 31.0056 

c. 100 = $3100.56 face.— ^ws. 

Solved by U. P. Long, S. P. Gary, Eugene Derby, Joseph Chandler, and Hattie 
Michaels. 

Nots. — For this made out in accordance with the principles of true discount, see 
page 732. 

6. What rate of interest do banks make when they discount 
6 0/g3 day notes at 24% annually? 

Note. — For this problem and its solution, see pp. 637 and 638. 



Y36 TEE SYSTEM METHOD. 

7. What is the rate of interest to banks when a ^ 0/9 3 day note is 
discounted at 3^ a month ? 

X. 3^ each month for 3.1 m. = 9.3^ interest collected, 
a. 90.7 proceeds loaned = 100% 
1-, 1 (t " == 100 

D. 1 9 0-7 

c. 9.3 interest collected = 9.3 i^Oy = ^^%. 
a. 3.1 m. of interest = ^-^% of principal. 

>, 1 U il — 1_ V 9300 3000 

0.1. 31'^907 — 907 

c. 12 " '' = 12 X 11^^ = 39^1.%.— Ans. 

Solved by W. F. Hoskins, Wm. C. Frampton, Minnie Jennings, J. M. Barclay, 
John B. Coyne, and Ida Wood. 

8. At Avhat rate does a bank discount when ^ ''/g 3 day notes yield 
it 2% interest a month ? 

X. 2% each m. for 2.1 =4.2% disc, collected. 

a. 104.2 amt. disc. = 100% principal. 

b. 1 " '' = Tih.2 X 100 = -^0^ 

c. 4.2 disc. col. = 4.2 x T2.1 = ^iir% of principal, 
a. 2.1 m. of discount =^5^% of iDrincipal. 

Vv 1 a u In/ 210 — 10 00 

'-'• -i — ¥-T -^"521 521 

c. 12 " '' = 12 X Wt =23 JJj-^-— ^'^«- 

Solved by Emma Vale, Olive Morris, Mina Federlin, Robert Knott, Dora Shep- 
herd, and E. E. Reynolds. 

9. By discounting notes at 20% per annum, a bank gets 22^% 
per annum interest. How long do the notes run ? 

Remark. — Since bank discount exceeds simple interest by the interest on the inter- 
est for the time to run, it is plain that while 22 1- would represent the amount of the 
bank discount, 20 would represent the amount of the simple interest, and the differ- 
ence (2i) would be the interest on 20 for the time to run. We have then : The prin- 
cipal 20, the interest 21, the rate 221 to find the time. We proceed thus: — 

a. 20 principal = 100% 

b. 1 " = 5 

c. 2i interest = | X 5 = 2_5%. 
a.22i% of interest = 12 months. 

l~v 1 " — 2v19 — 8 

D. 1 _ ^g. X i-. — y^ 

C, 2_5 u ^ 2_5 X _8_ = 6| m.—AoiS. 

Solved by Wm . X. Orris, Harry Long, E. O. Burnside, Lincoln Wright, and S. P. 
Gary. 

10. By discounting a note at 2% a mouth, I get 25^^ interest 
per annum. How long does the note run ? 

a. 24% principal = 100% 

b. 1 = -2-^ 

0. 1^ interest = 1^ x ^ = VtV^- 



1. 


To Find True Discount. 


X. 


12pe^r_ct.x 1-2,% 


a. 


2% = $.40 excess. 


b. 


1 = .20 


c. 


100 == $20 t. discount, 



SYSTEM ARITHMETIG^ORADE A. ■ Y3T 

a. 25^% of interest = 12 months. 

Vi 1 << a — 47 9 N/ 19 ^=: 479 

p 2100 u <i = 2100 X 479 = 2 1 m — Ans. 

Solved by G. T. Oxley, J. S. McFaddin, John B. Coyne, and Jolin Miller. 

11. I had a note, legally due in 60 days, discounted at a bank 
at 1% a month, and paid 40/ more than true interest. Eequired 
the face of the note. 

Remark. — Since bank discount exceeds simple, or true, interest, by the interest 
on the interest (true discount), it is plain that 400 (which is the excess of the bank- 
discount interest over the true interest) is interest, 2 m. is time, and 12% is rate, 
from which to find the principal ; and that principal, when found, must be the true 
interest (or true discount) on the present worth, at 12%, for 3 months. Therefore 
tlie operation is : — 

2. To Find Present Worth. 

a. 2% = $20 t. discount. 

b. 1 =10 

c. 100 = $1000 p. worth. 
y. $1000 + $20 = $1020 face.— 

Solved by Wm. C. Shafer, Lincoln Wright, Olive Morris, and Mina Federlin. L^ WS. 

12. I had a note, legally due in 60 days, discounted at a bank 
at 1 ^ a month, and paid $4.80 more than true interest. Eequired 
the face of the note. 

Memark. — This problem is precisely like the one next above. See remark un- 
der that. 

1. To Find True Discount. 2. To Find Present Worth. 

2% = $240 t. discount. 
1 = 120 
100 = $12000 pres. worth. 
X. $12000 + $240 = $12240 face. 

Solved by W. F. Hoskins, U. P. Long, J. M. Barclay, and S. P. Gary. [ — Ans. 

13. To one customer a miller sells a barrel of flour at $10.50, 
taking his note at 6 m., interest at the current rate, 6^ ; to another 
a barrel at $11, taking his note at 6 m., without interest. At the 
end of 3 m., he sells the first note for its true, or present-worth, 
value, and the second he puts in bank, discount 5^. How much 
more profitable is the one transaction than the other ? 

X. Jj!£i|^i = 3.05%. 

a. 100% = $10.50 prin. 1st note. 

b. 1 = .105 

c. 103.5 = 103.5 X .105 = $10.8675 face of Ist note. 

47 



X. 

a. 


12perct.x2 9 G/ 

12 ^/O' 

2% = $4.80 excess. 


a. 
b. 


b. 


1 = i- X 4.80 = 2.40 


c. 


c. 


100 = $240 t. discount. 


X. 



738 TEE SYSTEM METHOD. 

J. ^ P^^f^^^i = 1.05% 

a. 101.05% = $10.8675 face 1st note. 
1^-1 = nrT-oT X 10.8675 = .10754 
e. 100 = $10,754 pres. worth 1st note. 

„ 5 per ct. X 3 . 1 — '\ 1 o/ 
Z- 12 — ■'■■24A' 

a 100% = $11 face of 2d note. 

b. 1 = .11 

c. 98i|= 98i| X .11 = $10,856 proceeds 2d note. 

p. $10,856 — $10,754 = $.102 in favor of 2d note.— ^ws. 

14. On a given sum, the bank discount for 10 m. @ 6% exceeds 
the true discount for 4 m. @ 12%, by $5.55. What is the sum ? 
x^ ^_perct^2Lio =5% amt. of b. discount. 

■XT 1 2 per ct. X 4 . AO/ 

J' 12 — ^/O 

a. 104% of p. worth = 100% 

b 1 " " = - 1 . X 100 = -2-5- 

"• ^ 104 '^ ^^^ 2 6 

c. 4 " " = 4 X If = f|% amt. of t. discount. 
z. 5% b. dis. — ff % t. disc. = \^% diiference. 

a. if% = $5.55 

b. 1 = A| X 5.55 = 4.81 

c. 100 = %4&l.—Ans. 

Solved, by E. O. Bumside, Anna Brammier, Hattie Dickey, and I. C. Gary. 



MONEY EXCHANGE. 

Note 1. — Let it be remembered, (1.) That interest, discount, and premium are 
computed on the face of the draft ; (2.) That interest and discount are in favor of the 
buyer., premium against him; (3.) That premium is in favor of the seller, discount and 
interest against him. 

1. What will a so/^^ day draft on New Orleans for $7000 cost at 

2% premium, interest 6% ? 



X. 



6 per ct. X 1 . 1 
1 2 



.55% interest off. 



y. 102% —.55% =101.45% 

a. 100% =$7000 face. 

b. 1 =70 

c. 101.45 = 101.45 X 70 = $7101.50 cost.— ^tis. 

Solved by C. H. Barewald, E. E. Reynolds, F. A. Dice, and Lida Oltman. 

2. A grain merchant in Toledo sold 11875 bu. of corn at 40/ a 
bushel. Deducting 3% commission, ho purchased a <5 oy^ ^ day draft, 
with the proceeds, at 2% premium^ interest 6%. Ee(][uired the 
face of the draft. 



SYSTEM ARITHMETIG—ORADE A. T39 

X. 11875 bu. @ 40/ = $4750 

a. 100% = $4750 

b. 1 = 47.50 

c. 97 = 97 X 47.50 = $4607.50 proceedg. 

y_ 6,P_ erct^x2.1 ==1.05% 

z. 102% —1.05% = 100.95% 

a. 100.95% = $4607.50 cost. 

b. 1 = ^^ X 4607.50 = 45.6414 

c. 100 = $4564.14 face. —J ?zs. 

Solved by Wm. C. Shafer, Emma Vale, and C. W. Vance. 

3. To pay for goods bought in Boston, a Detroit merchant sends 
to Boston a Detroit draft for $760, payable at ^^''/las days sight. 
If Detroit exchange is lOOf, and the legal rate of interest in Mich- 
igan is 6%, what is the bill purchased ? 

X. 6_pe£c^^a = 2.05% int. off. 
y. lOOf % — 2.05% = 98.7% 

a. 100% =$760 

b. 1 = 7.60 

c. 98.7 = 98.7 X 7.60 = $750.12 bill.— ^ws. 

Solved by Emma Miller, Emma Ball, Delia Bond, and Mary Osley. 

4. When a ^s/^^ day draft, face $5500, costs $5538.50, what is 
the rate of exchange, interest 6% ? 

^ sjerct^^jL^ = .8% int. off. 

a. 100% = $5500 

b. 1 = 55 

c. 99.2 = 99.2 X 55 = $5456 cost at par. 
y. $5538.50 — $5456 = $82.50 premium. 

a. $5500 = 100% 

b. 1 = Woo- X 100 = Jg. 

c. 82.5 = 82.5 X Jj = 11% rate of premium.— ^/zs. 

Solved by Harry Long, Jennie Drake, Lewis Filloon, and I. B. Crawford. 

5. An agent having sold goods to the amount of $2375, commis- 
sion 3%, remits to his principal a eo/^^ day draft for $2282.07, in- 
terest 6 % . What is the rate of exchange ? . 

a. 100% = $2375 amt. of sales. 

b. 1 = 23.75 

c. 97 = 97 X 23.75 = $2303.75 proceeds. 



Y40 THE SYSTEM METHOD. 

^ 6 per cy 2-1 =1.05% Int. Off. 

a. 100% = $2282.07 face. 

b. 1 =- 22.8207 

e. 98.95= 98.95 X 22.8207 = $2258.11 cost at par. 

y. $2303.75 — $2258.11 = $45.64 premium, 
a. $2282.07 = 100% 

h 1 — 1 

"• ^ ~~ TS"- 8 2 7 

• c. 45.64 = 45.64 X Yi-inwr = 2% rate of premium. — Ans. 

Solved by W. F. Wilson, Etta Strong, and U. P. Long. 



ARBITRATION OF EXCHANGE. 

1. A Natchez merchant wishes to pay $10000 in Boston debts. 
He transmits through New Orleans and New York. In Natchez, 
New-Orleans exchange is | % premium. In New Orleans, New- 
York exchange is |% discount. In New York, Boston exchange is 
\% discount. By this circular exchange, what amount at Natchez 
will pay the debt ? 

a. 100% in Boston = $10000 = 100% — i% = 99f % in N. Y. 

b. 1 " <« = 100 

c. 99f (N. Y. value) = 99|- X 100 = $9975 face of N. Y. draft. 

a. 100% in N. Y. = $9975 -: 100% — |% = 99f % in N. O. 

b. 1 '^ " = 99.75 

c. 991 (N. O. value) = 99f x 99.75 = $9912.65 face of N. O. d. 

a. 100% in N. O.. = $9912.65 = 100% + J% = 100^% in N. 

b. 1 « " = 99.1265 

c. lOOJ (N. value) = lOOJ X 99.1265 = $9962.21 cost in N. 

[ — Ans. 

2. A Cincinnati manufacturer receives an account sales, April 
18, from New Orleans; net proceeds $5284.67, due June ^Z^. He 
advises his agent in New Oi-leans to discount the debt at 6%, and 
invest the proceeds in a 7-day bill on New York at ■!-% discount, 
interest off at 6%, and remit it to Cincinnati. The agent does this 
April 26. May 3, the bill reaches Cincinnati, and is sold at \% 
premium. What are the proceeds? How much greater are the 
proceeds than if a bill had been drawn on New Orleans May 3, due 
(legally) June 7, and sold at 1% premium, interest off at 6% ? 



SYSTEM ABITHMETIG— GRADE A. Y41 

X fi per ct. X 1 . 4 (from April 2 6 to June 7 ) —. Jj O/^ diSCOUIlt Off. 

a. 100% =$5284.67 

b. 1 = 52.8467 

c. 99.3 = 99.3 X 52.8467 = $5247.68 bank proceeds. 

z. 99if^ — i% = 99i% efface = New-Orleans value. 

a. 991% = $5247.68 

b. 1 = ^^ X 5247.68 = 52.829 \_lst Ans. 

c. lOOi = lOfJi X 52.829 = $5296.11 Cincinnati proceeds.— 

„ 6 perct. X 1 . 1 ;^ (from May .3 to Jnne 7) = 7 (^ intCrCSt Off. 

q. 100i% — yV% = 99^1 efface = New-Orleans value. 

a. 100% = $5284.67 

b. 1 = 52.8467 [bill, 
c 9944 = 9913- X 52.8467 = $5260.45 proceeds of supposed 

r. $5296.11, Gin. bill, — $5260.45, sup. bill, = $35.66 gain. 

[ — 2d Ans. 

Solved by J. M. Barclay, S. P. Gary, U. P. Long, and Lincoln Wright. 



STOCK INVESTMENTS. 

1. What alteration in my income will be made if I sell $10000 
of 4% stocks (stocks yielding 4% annual dividend) at 891 and buy 
5% stocks at 105? 

a. 100% = $10000 face of 4% stock. 

b. 1 = 100 

c. 4 = 4 X 100 = $400 income from 4% stocks. 

X. 891 = 891 X 100 = $8925 realized by sale. 

a. 105% =$8925 

b. 1 = TW X 8925 = 85 

c. 5 = 5 X 85 = $425 income from 5% stock. 
y. $425 — $400 = $25 increase in income. — Ans. 

Solved by Mary McLane, Madge Brundage, and Nellie Hickey. 

2. How much must I invest in IT. S. 10-40's at 105 that I may 
get $600 income in currency, gold being worth 130? 

a. $130 currency = $100 gold. 

b. 1 " = ^ X 100 = If 

c. 600 " = 600 X -^ = $461.54 gold income. 



742 THE SYSTEM METHOD. 

a. *5^ of bonds = $461.54 

b. 1 " = i X 461.54 = 92.31 

c. 100 " = $9231 face of bonds. 

X. $9231 bond @ 105 = $9692.55 cost.— ^ws. 

Solved by Nina Hays, W. H. Childs, and Charles Mason. 
* Note. — U. S. 10-40 bonds bear interest at 5% in gold. 

3. A banker owns 21% stocks at 90, and 3% stocks at 85. The 
income from the former is 66|% more than from the latter, and the 
investment in the latter is $11400 less than in the former. Eequired 
the whole investment and income. 

X. 20%=-,%- 1\% = J^; 85% =1^; 3% =^ 

a. ^, value former, =100% 

b. 1 = V^ X 100 = J-OgO-O 

c. Jj; income former, = ^ X H^"' = "¥% i^^c. on 21% stocks. 

a. -ij, value latter, =100% 

b. 1 = 1^ X 200 = -2|fo 

c. yfj, income latter, = yfo" X -2-2^ = ff % i^^c. on 3% stocks. 
a. 2_5 of former = 166|% of |4 of latter = -12^2- of latter, 
bl " =i_vioo — 4 

c. f " = 9 X /y = f f of latter. 

a. If of latter (fe — ii) = $11400 

b. tV ^ =1^ X 11400 = 600 

c. i^ " = 17 X 600 = $10200 invest, in latter. 
y. $10200 + $11400 = $21600 investment in former. 

z. $21600 + $10200 = $31800 whole investment.— is^ Ans. 

p. (^% of $21600) + (ff% of $10200) = $960 income.— ^(i^ws. 

4. Suppose 10% state stock 20% better in market than 4% 
railroad stock; if A's income be $500 from each, how much money 
has he paid for each, the whole investment bringing 6-^% ? 

^- ^^% = $1000 income from both. 

^- 1 = TfTffV X 1000 = 166.5 

c. 100 = $16650 cost of both. 

a. 10% 8. stock = 4% r. stock + 20% of r. stock = \^% r. stock. 

b. 1 " = JL V 2J — 24 

10 ^ 5 ~ To 

c. 100 " = 100 X ff = 48% r. stock. 

a. 148% r. stock = $16650 

b. 1 " = ^ X 16650 = 112.5 

c. 100 " = $11250 r. stock.— isi! Ans. 
X. $16650 - $11250 = $5400 s. stock.— ^cZ Ans. 



SYSTEM ABITEME TIG— GRADE A. ^43 

ARITHMETICAL ALGEBRAIC PROBLEMS. 

Note. — As tests of qualification to teach or to enter college, examiners make 
frequent use of algebraic problems of two unknown quantities. To solve them, we 
are to eliminate one unknown quantity by expressing the -|, |, |, etc., of it in terms 
of the other. 

HORSE-AND-CARRIAGE PROBLEM. 

1. A man sold, a horse and carriage for $597, gaining \ of the 
cost of the horse, and JL of the cost of the carriage. If | of the 
cost of the horse equals I of the cost of the carriage, what was the 
cost of the carriage ? 

a. I of cost of horse = f of cost of carriage. 

h. I " " = i X t = f of cost of carriage. 

P 4 u u 4- V 2 8. II U 

^•4 — *^9 — 9 

X. f + (^ of f ) = Lo s. price of horse, 

y- f X(JoOff) = H " " carriage, 

a- VV (¥ + H) = $597 

b. -J^ = yi-g X 597 = 3 

c. f ^ = 90 X 3 = $270 cost of carriage.— ^ws. 

CLOCK-DIAL PROBLEMS. 

Table for Clock Problems. 

a. 60 spaces traveled by min. hand = 5 spaces traveled by hr. hand. 

l3_ 12 " " " " " =1 " " " " " 

c. 11 spaces gained by min. hand = 1 space traveled by hr. hand. 

(1 1 u u u a u ^ i_ u u u u u 

2. At what time between 5 and 6 are the hands of u clock to- 
gether ? 

a. 11 spaces gained by min. hand = 1 space traveled by hr. hand. 

V, -1 u u u u J a a u u 

u. ± . — -^-^ 

c. 25 " " " " = 25 X Tr = ^ii ^^■ 

.-. X. 25 min. -{- 2-^-j- min. = 27^\ min. past 5. — Atis. 

3. At what time between 5 and 6 o'clock is the minute hand 
midway between 12 and the hour hand? 

Jfote. — Since the space gained by the minute hand is always ^^ of the space it 
passes over, and since here the space it passes over is -J- of the distance from 12 to 
the hour hand, therefore the space gained is (ij- of | :^) -|J of the space from 12 to the 
hour hand. But the space gained by the minute hand is always 11 times the travel 
of the hour hand, which is here the space from 12 to the hour hand — 25 min.; there- 
fore, — 



744 THE SYSTEM METHOD. 

X. II of space from 12 to hr. hand — 11 times (space from 12 to hr. hand— 25 min.) 

•■•y- H " " " " " =¥? of space from 12 to hr. hand — 275 min. 

.-.a. ^5^3 u a u u u _ 275 min. 

^- A " " " " " ==^h X 275 = If 

c- M " " " " " =13 X If = ISA-min. after5.-^m. 

4. When I looked at my watch the first time, the hour hand 

was between 7 and 8, and the minute hand between 8 and 9; the 

second time I looked, the hands had changed places. What time 

was it the first time 1 looked ? 

JVote.—Vsmg " one space " to designate the distance from the hour hand to 8, 
the whole distance of the hour hand around to 12 will be one space -|- 20 minutes; 
and the minute hand will be, from 12, twelve (12X1) spaces. Therefore the dis- 
tance between the hour hand and the minute hand will be (1 space -\- 20 minutes — 
12 spaces =) 20 minutes — 11 spaces, which is the distance the hour hand must 
pass, since the hands "change places." But since the minute hand always passes 
over 12 times the distance the hour hand passes over, it must pass 12 times (20 min- 
utes — 11 spaces =) 240 minutes — 132 spaces. But since the minute hand must 
pass around to where the hour hand was, the whole distance passed over by the min- 
ute hand is 12 spaces -f (40 minutes — 1 space =) 40 minutes -f- 11 spaces. 
Therefore, — 

X. 240 min. — 132 spaces = 40 min. -(-11 spaces. 
a. 143 spaces = 200 min. 
b- 1 " =Th X 200 = 1,-V3 

c. 12 '• = 12 X ItVt = 16Hf rai°- before 8.—A71S. 
Solved by S. P. Gary, Robert Knott, and Harry Long. 



Merits of the System Ifethod. 



— °^®^"r^'"^®^" — 

It lias a CrUide. — Method is from nera (after) and odoq (way, or guide), acd 
means after a way, or hy a guide. System is from avv (together) and laravai (to 
stand), and refers to parts standing together in such a harmonious way as to form one 
natural whole. Therefore, by way of introduction to a brief and imperfect review of 
the merits of the educational method set forth in this work, it may be said properly 
to be called a "method;" for it proceeds after a way, by a guide — the tree guide. 
Moreover, it is very properly called a "system" method; for it is ever led by a guide 
whose parts stand together in such perfectly natural way as not only to form a natural 
whole (the tree-system whole), but also to render that natural whole the only possible 
sensible representative of a branch of learning. (See pp. 40-54.) The system 
method holds, with all educational authority, that a science is a system, and that to 
learn is to systematize. But a prison of blind systemlessness yet enthralls modern 
education, from which the system method is, at least, a partial redemption. It is 
this: modern orthograjDhy, etymology, grammar, botany, zoology, etc., though pro- 
fessing to be systems, are yet so undeveloped and benighted that not even authors 
know what kind of systems they are. (See pp. 41 and 42.) 

iVo/e.—" A system is a one or a whole made up of several parts; but yet, the several 
parts even considered as a whole, do not complete the idea unless in the nature of a whole 
you include the relations and respects which these parts have to each other." — Bishop Butler. 

Strange as it may seem, while these sciences (etymology, grammar, botany, etc.) 
profess each to be a " system," a "one," and a "whole," yet each claims not that it 
is a "system," a "one," or a "whole" of any particular kind! But is it not plain, 
even to the partially disciplined mind, that a thing cannot be a "system," a "one," 
or a "whole," unless it is a system, a one, or a whole, of some kind? Is not the cir- 
culatory system a system of some kind ? Is a river system or a plant system or a 
digestive system or any system a system of no kind ? 

This is the disadvantage of modern education, that though its grammar, its or- 
thography, its arithmetic, etc., is each professedly a system, yet each is really a system 
of no kind! But that grammar, that zoology, etc., which is a system of no Idnd, is 
no system; precisely as that plan which is a plan of no land is no plan; precisely as 
that animal which is an animal of no kind is not an animal. Thus it is plain that these 
so-called systems of orthogi-aphy, grammar, etymology, botany, zoology, and arithme- 
tic are, if we speak by the stern truth, really not systems. But no argument is neces- 
sary to establish this fact ; for it is conceded, since modern education does not claim 
to know what kind of " a one or a whole made up of several parts " these science 
systems are. We may proceed directly, therefore, to consider how greatly, how incal- 
culably, superior this system method is to the current educational way, the difference 
being that the system method, understanding what system it learns (or makes), con- 

[745] 



'j4:e THE 8Y8TEM METHOD. 

sequently understands also hoio rationally to learn sucli system; whereas the current 
way, not knowing {not even claiming to know) what kind of a system the systems it 
learns are, consequently knows not how rationally to learn such so-called systems. 
The " system-method " system is a tree-system system : the modern educational system 
is a no-kind-of-a-system system! Thus it will be plainly perceived by the thinking 
mind, not only that the system-method system is superior to the modern methods, 
but that the superiority is very great; the system method being a system in reality (a 
system of the tree land), current methods being not a system in reality — being a sys- 
tem of no kind ! 

In these two things aU agree: 1. That a science is a system known; 2. That to 
learn is to systematize — to make systems. 

Mote. — Not only is there universal agreement upon these plain facts, namely, (1.) that 
sciences are systems, (2.) that learning is systematizing, or making systems, but so perfect 
is this agreement that tliere is unity of teaching as to how to make science systems, there 
heing given tisually three rules as follows: 1. "Select a principle [say tree trunk] that will 
bring all parts [say branches] of the science system [tree] into unity under one whole 
[say tree trunk] ; " 2. "See that the parts [branches] are all properly articulated with one an- 
other, to form a natural whole [tree] ; " 3. " Test the system [tree] thus constructed by the 
facts [by branching the multitude through it]." 

These two evident truths the system method fuUy indorses. But while tte sys- 
tematizing of the system (or branching) method results in a system of some kind (in 
a system of the branch, or tree, kind), the systematizing (?) of the current method 
results in a system of no kind ! for no modern author of a grammar, an etymology, 
or other science has known or inquired what kind of a system his so-called systematiz- 
ing work produces. The system-method systematizing produces a real system (a sys- 
tem of the tree kind) ; and the first tree once produced, becomes thereafter a guide; 
whereas the current-method systematizing, producing a system of no kind, has no 
guide ! Herein it may be plainly perceived how it is that current education has no 
systematic process of work ; for a systematizing process that produces a system of no 
kind, is a systematizing process of no systematizing kind. On the other hand, the 
systematizing process of the system method, since it produces a system of the branch 
kind, is a systematizing process of the branching kind. And plainly, while systema- 
tizing work that produces a system of no kind, has such system of no kind as guide, 
systematizing work that produces a system of the branch kind does have a real guide 
— that branch-system guide. 

The natural result of the systematizing work of the system method being a 
branch, its process is of the branching kind, and its guide of the branch kind. The 
result of the systematizing work of modern education being a system of no kind, its 
process is a process of no kind, and its guide a guide of no kind. The system 
method having a definite guide, has a definite process of work; modern methods hav- 
ing no system guide, have, and can have, no definite process of work ; they are, therefore, 
forced to the folly of undertaldng to become sldlled in this true branching act (of 
learning), by reading books or taking a conclusion made by somebody else; precisely 
what he does who undertakes to become skilled in the •WTitiug, waUving, talking, act 
by reading books to get peoples' conclusions about wilting, waUdng, talldng ! (If the 
reader would know how to become skilled in the learning [branching] act by doing 
that act, he may turn to the tree branches, pp. 26, 202, 274, 494, 573, 642, and 
study the branching work done in connection therewith under the guidance of these 
Bcience trees.) 



MERITS OF THE SYSTEM METHOD. '747 

It is Hasiterly. — By the system method, the student learns the learning 
(branching) act by doiny that branching act. By the system method, branching is 
learned by branching; nor are time and youth wasted in the folly of trying to learn 
.what is a branching act, by getting others' conclusions. The common practice of try- 
ing to become skilled in learning orthography, grammar, or any science, by reading 
books merely, is plainly seen, in the light of the system method, to be the same short- 
sightedness that tries to become skilled in any other act, as sewing or writing or 
walking, by reading merely ! Let the reader carefully consider the simple principle 
that learning is an act. and that, like all other acts, it is a thing ever to be done, not 
to be read about merely, — not necessarily to be read about at all. (See p. 54.) 

That grammar, botany, zoology, etymology, and orthography are each a tree, has 
been many times and in many ways demonstrated. Yet mark that so benighted and 
unthorough is the systematizing (or learning) work of the schools, that learners 
everywhere finish their study of the tree and all its parts actually not knowing that 
the system they have studied is a tree system ! It is a remarkable fact that modern 
education continues to study and struggle to learn zoology, botany, etc. (what itself 
calls "systems," and "bi-anches" of learning), actually not fancying that they are 
"systems" and "branches" of any kind. Professing to be engaged in the work of 
system-making, in the work of learning to systematize, yet modern methods know not 
that the system wholes made are trees, nor that the parts made into such wholes are 
branches ! What a lesson of human frailty the humble lover of truth may here learn ! 
What more fraU than this, that we should study for years the grammar-tree parts, 
substantive, verb, accessory, preposition, conjunction, etc., and yet not once detect 
that they are tree parts I I need not point out what will be the earnest surprise and 
the deep laughter of teachers a generation hence, that we, their forefathers, have act- 
ually studied the parts of grammar trees and orthograjjliy trees never once detecting 
that the parts of trees form trees! Whoever studies and pretends to learn the 
parts of a man, stomach, liver, backbone, radius, femur, ulna, etc., not once detecting 
that the parts of a man form a man, — we should laugh bis learning to scorn. But it 
has been shown that we are, in ten thousand schools, and in "great" institutions, 
claiming to learn what are the parts of trees, neither learners nor teachers ever de- 
tecting that tree parts together form tree wholes 1 Especially is it ridiculous that 
"great" branchers, who daily mouth it what "branches" of learning tbey know, 
should nevertheless be totally ignorant that a branch (of learning) is a branch f 

It has been incontestably proven that sf)nant, subvocal, etc., are parts of a tree — 
parts of an orthographic tree. (See pp. 46-52 and 160.) But our learners are en- 
tirely unconscious, after as well as before taking a "complete" and "thorough" 
course, that these tree parts are parts of an orthographic tree 1 Systcniatizers of let- 
ters, the makers of trees whose trunks are letter, — what think you that they know not 
that there is such a thing as this letter tree 1 Again : what think you of our system- 
atizers (learners) of etymons, words, animals, and plants, who, though having finished 
a complete course, are yet ignorant that such a thing as an etymon system, a word 
system, an animal system, or a plant system has any existence I who never fancy that 
the etymon, word, animal, and plant systems are tree systems 1 

True learning is ever a branching process guided by the branch whole, the tree. 
And that which is branched through the tree is ever a part of an including (or mir- 



Y48 * THE SYSTEM METHOD. 

ror) whole. So that in branching letter through letter's tree (the orthographic tree), 
we have to study letter as a part mirrored in etymon whole ; so, in branching etymon, 
we have to study etymon as a part mirrored in word whole ; so, also, in branching 
word, we have to consider word as a part mirrored in sentence whole; and so, 
still, in branching animal-organ and plant-organ, the system-method student studies 
animal-organ and plant-organ as parts to be understood only in the light of the 
animal whole and the plant whole. And true learning learns part and whole of trees 
as it learns part and whole of aU other things, — learns parts not as separate things, 
but necessarily as associated with other parts to form a natural whole ; just as the 
eye, the hand, and the backbone cannot be learned as things unassociated with head, 
arm, and body respectively, because of these wholes they are the parts. And the vital- 
ity of learning is ever to be measured by the vitality of this connection and mirroring 
of part and whole with and in each other. So that the only possible way we may 
learn any part, whether tree part or animal part or sentence part or U. S. part, is by 
means of such tree whole or animal whole, etc., as mirror. So it is that if we remove 
from about eye or Indiana or any word of a sentence, the system wholes (head. United 
States, sentence) of which they are parts, we can never rationally know such eye, 
Indiana, or word. (See pp. 370 and 397.) Ponder that we understand any part, say 
Indiana, only by means of the system, or whole, of which it is a part. Were Ohio, 
Michigan, Lake Michigan, Illinois, Kentuclcy, and the Wabash and Ohio rivers un- 
known to you, every iota of knowledge that you might be supposed to have concerning 
Indiana would be a fallacy or a hallucination ; for under these circumstances, we could 
know neither where, when, nor what Indiana is; and so always. 

Since, then, tree whole is the mirror in the light of which the orthographic parts 
(aspirate, sonant, vocal, subvocal, etc.) and the grammar parts (fundamental, con- 
nective, conjunction, preposition, verb, substantive, etc.) and the botany parts 
(cryptogam, phenogam, endogen, exogen, etc.) and the zoology parts (vertebrate, 
articulate, mammal, bird, bimana, carnivora, etc.), — since the tree whole is the m,irror 
by which all these science parts are to be learned, and since without the mirror whole 
the part must be learned falsely, as not being a parti precisely as to learn branch verb 
and backbone without the mirror wholes (grammar tree and man) is to learn verb and 
backbone parts as branch and backbone of nothing! judge what is the proficiency — 
what is not the unproficiency — of modern learning, which is entirely unconscious that 
such a thing as any science whole (or tree) has an existence. And seeing the 
ridiculous and systemZess condition of education with no knowledge of the tree as rep- 
resentative of the system whole, and therefore with no knowledge of the learner's 
guide, therein we see the masterly character of the work of the system method as il- 
lustrated throughout this book. 

It has a Process. — It has ah-eady been pointed out that current methods 
of doing the systematizing work produce a system of no kind; that it is not even 
claimed that this school-room systematizing, called school learning, produces a real 
system of any kind. We merely mentioned the plain fact that such so-called systema- 
tizing process, since it produces a system of no kind, cannot be a systematizing process 
of a truly systematizing kind; that on the other hand, the system-method process, 
since it does produce a real system (the branch system), is plainly a process of a 
truly systematizing kind; that the natural result of learner's (systematizer's) work, by 



MERITS OF TEE SYSTEM METHOD. 749 

the system method, being a branch, the working process is branching (as it must be), 
and the guide a branch ; that the result of current ways being a system of no kind, its 
working process is plainly a process of fio kind, and its guide a guide of no 
kind ; that current methods, having no learning (systematizing, or branching) guide, 
are, by dire necessity, left to the f oUy of trying to branch (learn) without branching ! 
left to the folly of learning to decide and judge by taking another's (an author's) de- 
cision and judgment ! left to that same folly that would learn to sew or whistle by 
"getting what the book says" about sewing and whistling! left, in a word, to the 
folly that would learn to do without doing ! 

But why left to such laborious, yet profitless and ridiculous, necessity? — Evidently, 
because there is no system whole of a definite and tangible kind, by which as guide, 
learner may JcnotV how tO do his work. We have room fm-ther only to 
mention that between pages 147-744, inclusive, almost every page wiU furnish illus- 
trations of what this true (branching) working process of the learner's is, as guided 
by this tree-system, or science-tree, guide, called herein the "Learner's Work-Tree." 
And we cannot further explain how easy, how delightful, how efiicient, is this system- 
guided work of learning (branching), as compared with the no-process-of-work doings 
of the current methods. Let it suffice here to say that there can be no mistake about 
the fact that the learner's (brancher's) true process of work is branching; for, since 
learning an act and thing, is doing that act and thing, and since the act and thing to 
be learned is a branching act and thing, therefore learning these "branches" of 
learning is a branching act. For if doing a branch is not branching that branch, then 
what is doing a branch? Doing a copy is copying that copy, doing a building is 
building that building, doing a plan is planning that plan, doing any act is acting 
that act, doing any thing is thinging (thinking) that thing (think). (See page 54 and 
onward.) The insuperable diSiculty in educational matters has not been the question 
whether "we learn through doing," whether we learn to walk by walking, to read by 
reading, but what is to be done. This once known, that the thing (branch, or science) 
learned is a branch (tree), and this question is solved; for there can be but one way 
of doing a branch, and that way is by branching that branch, as illustrated in this 
book. Thus knowing that the system is a branch, we easily see that learner's working 
process is branching. 

Note. — Therefore let these mottoes, "We learn to do by doing," be changed to "We 
learn by branching;" for branching tells what we are to do, since learning is branching. 
"We learn to do by doing" is a cowardly evasion of the real diflficulty, which is the question 
What are lue to do? (See pp. 54-60.) But "branching" solves the great question by telling 
what we are to do. 

An Advanced (2d) Step. — In rationally learning any system (science), 
two steps are to be taken, both of which are guided by the tree or some of its parts 
(branches). (See pp. 29 and 84.) 

The First Step 

1. In orthography distributes letter into its classes and sub-classes. 

3. In etymology distributes etymon into its classes and sub-classes. 

3. In grammar distributes word into its classes and sub-classes. 

4. In botany distributes plant-organ into its classes and sub-classes. 

5. In zoology distributes animal-organ into its classes and sub-classes. 

6. In rational arithmetic distributes S-step solution into its classes and sub-classes. 



y50 t's^ system method. 

The Second, or Advanced, Step. 

branches all these classes and sub-classes, formed by the first step, into one " sys- 
tem," "unit," or "whole," — into the system-unit tree whole, — thus meeting the 
requirements of the true educational method, as laid down by Aristotle, Anaxagoras, 
the Platonists, Hamilton, Spencer, and other reformers (see pp. 41, 42, 123, 623, 624; 
also the preface) ; for Plato's " gathering^up into one," and Anaxagoras's "reducing 
the many to the one," and Plotinus's " perfect as it is one," and Ueberweg's "true 
existence only in the system form," and Leibnitz's, Kant's, and Aristotle's "multi- 
tude in unity," — each of these requirements is fully met by this second step alone, 
by which the "many'' and the "multitude" of letters, etymons, words, animal-or- 
gans, or plant-organs, as the case may be, are thus "reduced," or branched, into the 
"system," the " one," and the " whole" — into the system-unit tree whole. 

Now the system method is the result of this second step. These scientists (or- 
thographers, grammarians, etymologists, botanists, etc.) had taken the first step 
only: they had classified the objects, i. e., distributed them into their classes. 
But with this first step they stopped. Having found what some of 
the classes of letters, words, plant-organs, etc., are, they did not discover that by 
taking a second step, to branch these classes and sub-classes into a system-unit 
whole, they might discover what system a science is. By taking this second step, 
they would have found that every science system is a tree system (see pp. 72, 84, 
and 573) ; and thus finding the system whole to be tree, or branch, they would have'' 
found also much more ; namely, that learner's process of work is branching, and his 
guide that branch. Hence the vast importance which the system method attaches to 
this second step ; for it is this advanced step that develops the science tree ; and 
unless we have the science tree, the learner is left with no process of work; for his process 
proceeds up the tree (see pp. 97-112) ; and till there is a tree developed, there can be 
no such thing as an up-the-<ree process. (See pp, 29 and 573.) 

Divers Other Merits. — The merits thus briefly mentioned are the 
hinge, or main-show, merits. There are many minor advantages justly due this 
method : — 

1. It trains the judgment by forcing the learner always to decide. It forces 
the learner to yes or no, to belief or disbelief, thus training him toward decision of 
character and strength of mind, as well as toward earnest hatred for hypocrisy and 
dissembUng. (See p. 138.) 

2. It learns the learning (branching) act by doing that act; and by a definite 
<ree-system guide (see pp. 25, 26, 160, 175, 274, 494, 642), and by a definite progi-am 
guide (see p. 134), the system classes or system branches into or through which he is 
to classify or branch (as the case may be) the objects in hand, are so squarely placed 
before learner as skillfully to guide him in what he is to do — in, what tJie learn- 
ing act is. And discouragement on his part is thus obviated, and shirking pre- 
cluded. 

3. It is emphatically thorough, because it has a guide, and therefore, (1.) It has 
a process of work (see "It is Masterly" above); (2.) Its process mirrors whole in 
part (see "An Advanced Step" above); (3.) It learns one as one of a class, i. e., 
learns by system; (4.) It learns by doing (see p. 137) ; (5.) It forces learner to de- 



MERITS OF THE SYSTEM METHOD. ^51 

cicle {]}. 138) ; (6.) It presents to the natural eye symbols (tree branches) by which to 
define and remember ; (7.) It prevents the learner from taking another's conclusion 
(p. 138), and forces him to work out his own (p. 141), and learns, knows, and remem- 
bers in system generally (pp. 395, 397) ; (8.) It does all-sided work. 

Note. — ^Whoever will branch, say for illuistration, a word upward through its tree branches 
(given in the tree, p. 494, as illustrated by Program XXX, pp. 618-631J, will thereby ascertain 
that, in doing so, he is led and forced, by the tree, to find for himself every characteristic at- 
tribute and peculiar part-and-whole relation such word has ; and herein he will find more ; 
namely, that in this exhaustive investigation of attributes, and relations between word part 
and sentence whole, he is led and forced, by the tree, to look to and from such word from all 
sides. Narrowness of learning is the product of a defective process of work, and will be 
eflciently broken up only by the crucial work of the science-system guide. 

4. It is very rapid; (1.) Because it has a guide (see "It has a Guide," p. 745), 
thereby learning many while studying one alone (seep. 135); and (2.) Because it 
knows and remembers the multitude hy the system (pp. 395, 397) unit tree whole. 

5. It is manageable in aU grades, because it has a definite guide. For this same 
reason, it renders both teaching and learning almost incomparably easier, more enjoy- 
able, and more successful. Wherever used, it has, so far as the author can learn, 
met with unusual success, even under the management of old-time and untrained 
teachers. 

6. It precludes extravagant reverence for authority, by leading and forcing the 
learner himself to do the branching (learning) act (see pp. 137, 138). 

7. It satisfies the laws of the construction of science systems (see any competent 
work on logic). 

8. It precludes the common but very injurious habit of memorizing, not the system, 
but the materials to be explained by the system (seep. 397). True memorizing is 
that which memorizes the system, i. e., branch, by branching through it; false mem- 
orizing, or "cramming," foolishly strives to memorize the multitude of objects. 

Oive ear : the very object of true education is to relieve the mind from the 
necessity of memorizing the multitude of letters, etymons, words, animal-organs, 
plant-organs, etc., and to so relieve it by the system as the means. Hence it is not the 
multitude, but the system, which is to be held in the memory. 

9. It prevents premature and unwise promotion, by precluding rote learning and 
mere book-work learning, by which premature and unwise promotions are generally 
secured. Herein, also, is secured the proper principle of promotion ; namely, sldll in 
doing that definite act (the branching act) by which alone proficiency is indicated. 

10. It develops the habit of accuracy, becauses it forces the student to yes-and-no 
decision and thoroughness (see 1 and 3 above). 

11. It previses naturally the correct order of subjects, and detects lack of system 
in the teacher and learner generally, because it is itself systematic in matter and 
method (see 399, and 623-744). 

12. It develops the power to define; since to all practical effect the tree pictures 
a definition to the natural eye. 

Note. — "A logical definition always consists of the class [science-tree branch] above, 
and the specific difference [between the sub-branch defined and each other co-ordinate sub- 
branch]."— ZJr. Hopkins. (See page 38,; 



Y52 



THE SYSTEM METHOD. 



Suppose, for illustration, we wish to define "conjunction." (See the tree, p. 
494, branch contiective, of which conjunction is a sub-branch.) Now to define 
conjunction, we have only (1.) to refer it to its higher class, connective, and then (2.) to 
give the difference between branch conjunction and branch preposition, thus : Conjunc- 
tion (1.) is a connective, (3.) which has no governing power. (See p. 523, a-d.) 








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